Effects of Kentucky Virtual Schools’ Hybrid Program for Algebra I on Math Achievement: Final Report

• In Event: Poster Session 7
  In Poster Session: Mathematics Curriculum and Instructional Practice

Abstract

This study quantifies the effectiveness of an intervention that combines online instruction with face-to-face classroom teaching to increase student achievement in grade 9 Algebra I. The Kentucky-based RCT uses a two-cohort sample of 47 high schools (24 treatment and 23 control) to generate a randomized sample that comprises almost 7,000 students from mostly rural schools. The study uses two-level hierarchical models to assess differences in outcomes between the treatment and control schools. The first outcome measure is students’ scores on the pre-algebra/algebra portion of the PLAN test and the second is students’ subsequent math course enrollment in the post-intervention year. The analysis also examines how the impact of the hybrid program varies by gender and school locale.

Authors

• Linda Cavalluzzo, CNA Education

• Deborah Lowther, The University of Memphis

• Christine Mokher, CNA

• Xitao Fan, University of Macau