View in EDS

A Comparative Study of the Effect of Student Participation and Dosage in the Catapult Learning Title I Funded Intervention Program in Early Elementary Schools

Saved in:
Bibliographic Details
Title: A Comparative Study of the Effect of Student Participation and Dosage in the Catapult Learning Title I Funded Intervention Program in Early Elementary Schools
Language: English
Authors: Theja Pamarthy
Source: Online Submission. 2025.
Peer Reviewed: N
Page Count: 10
Publication Date: 2025
Document Type: Reports - Research
Education Level: Elementary Education
Early Childhood Education
Kindergarten
Primary Education
Grade 1
Grade 2
Descriptors: Achievement Tests, Elementary Education, Kindergarten, Grade 1, Grade 2, Intervention, Reading Achievement, Mathematics Achievement, Comparative Analysis, Program Effectiveness, Attendance, Religious Schools, Pretests Posttests
Laws, Policies and Program Identifiers: Elementary and Secondary Education Act Title I
Assessment and Survey Identifiers: Measures of Academic Progress
Abstract: The purpose of this study was to analyze the impact on student performance due to participation in the Catapult Learning Intervention program in the Mathematics and Reading services offered in a religious non-public school system in the Northeastern United States from grades K-2. Scaled scores from the NWEA MAP assessments administered at the beginning of the school year in Fall 2023 (pre-test) and at the end of the school year in Spring 2024 (post-test) of students who were eligible for Title I funding were used in the comparative analysis. Analysis of Co-Variance (ANCOVA) was used to explore the difference in the adjusted mean scores of Catapult Learning (CL) Title I enrolled students and students who did not participate in the CL intervention programs, after controlling for the initial score of the students. The effect sizes were also calculated to determine the level of impact of the program services on student outcomes. Additionally, the differences in student outcomes based on the duration of participation in the Catapult Learning Title intervention programs through Title I were examined. Results showed that the students eligible for Title I funding, who scored at the 60th percentile or below on their pretests, and participated in the CL intervention program through Title I funding had higher average scaled (RIT) scores in Math posttest than students who did not participate, when controlling for their pretest achievement. Title I eligible students from the K-2 grade level participating in the program who scored 60th percentile or below on their pretests and who met the recommended attendance thresholds, also had higher average Spring (post-test) test overall scaled (RIT) scores than their peers who did not participate in the intervention program in both Math and Reading, when controlling for the student pretest achievement. These results highlight the role of Catapult Learning's intervention programs on the outcomes of students in the Math and Reading standardized assessments. The study also provides direction on the relationship between student attendance and achievement.
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED670777
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED670777
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: ED670777
AccessLevel: 3
PubType: Report
PubTypeId: report
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: A Comparative Study of the Effect of Student Participation and Dosage in the Catapult Learning Title I Funded Intervention Program in Early Elementary Schools
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Theja+Pamarthy%22">Theja Pamarthy</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Online+Submission%22"><i>Online Submission</i></searchLink>. 2025.
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 10
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+2%22">Grade 2</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Achievement+Tests%22">Achievement Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Achievement%22">Reading Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Attendance%22">Attendance</searchLink><br /><searchLink fieldCode="DE" term="%22Religious+Schools%22">Religious Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Pretests+Posttests%22">Pretests Posttests</searchLink>
– Name: SubjectThesaurus
  Label: Laws, Policies and Program Identifiers
  Group: Su
  Data: <searchLink fieldCode="SU" term="%22Elementary+and+Secondary+Education+Act+Title+I%22">Elementary and Secondary Education Act Title I</searchLink>
– Name: SubjectThesaurus
  Label: Assessment and Survey Identifiers
  Group: Su
  Data: <searchLink fieldCode="SU" term="%22Measures+of+Academic+Progress%22">Measures of Academic Progress</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The purpose of this study was to analyze the impact on student performance due to participation in the Catapult Learning Intervention program in the Mathematics and Reading services offered in a religious non-public school system in the Northeastern United States from grades K-2. Scaled scores from the NWEA MAP assessments administered at the beginning of the school year in Fall 2023 (pre-test) and at the end of the school year in Spring 2024 (post-test) of students who were eligible for Title I funding were used in the comparative analysis. Analysis of Co-Variance (ANCOVA) was used to explore the difference in the adjusted mean scores of Catapult Learning (CL) Title I enrolled students and students who did not participate in the CL intervention programs, after controlling for the initial score of the students. The effect sizes were also calculated to determine the level of impact of the program services on student outcomes. Additionally, the differences in student outcomes based on the duration of participation in the Catapult Learning Title intervention programs through Title I were examined. Results showed that the students eligible for Title I funding, who scored at the 60th percentile or below on their pretests, and participated in the CL intervention program through Title I funding had higher average scaled (RIT) scores in Math posttest than students who did not participate, when controlling for their pretest achievement. Title I eligible students from the K-2 grade level participating in the program who scored 60th percentile or below on their pretests and who met the recommended attendance thresholds, also had higher average Spring (post-test) test overall scaled (RIT) scores than their peers who did not participate in the intervention program in both Math and Reading, when controlling for the student pretest achievement. These results highlight the role of Catapult Learning's intervention programs on the outcomes of students in the Math and Reading standardized assessments. The study also provides direction on the relationship between student attendance and achievement.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED670777
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED670777
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
    Subjects:
      – SubjectFull: Achievement Tests
        Type: general
      – SubjectFull: Elementary Education
        Type: general
      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: Grade 1
        Type: general
      – SubjectFull: Grade 2
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Reading Achievement
        Type: general
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Attendance
        Type: general
      – SubjectFull: Religious Schools
        Type: general
      – SubjectFull: Pretests Posttests
        Type: general
      – SubjectFull: Elementary and Secondary Education Act Title I
        Type: general
      – SubjectFull: Measures of Academic Progress
        Type: general
    Titles:
      – TitleFull: A Comparative Study of the Effect of Student Participation and Dosage in the Catapult Learning Title I Funded Intervention Program in Early Elementary Schools
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Theja Pamarthy
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 27
              M: 02
              Type: published
              Y: 2025
          Titles:
            – TitleFull: Online Submission
              Type: main
ResultId 1