Does Computer Adaptive Curriculum Enhance Students' Achievement in Math? A Quasi-Experimental Study

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Abstract

This study evaluates the impact of a computer adaptive curriculum on students’ math achievement in kindergarten to 4th grade under a quasi-experimental study using propensity score weighting. The covariate balancing propensity score (CBPS) method is applied. Data were from six states across the US in the 2018-2019 academic year with 25,574 students. Five variables were used to compute propensity score weights. A computer adaptive curriculum minute was used to assign students into treatment or comparison groups. Weighted logistic regression model is used to evaluate students’ gain scores between students in two groups. Results shows computer adaptive curriculum had effect on student’s math achievement. Students in treatment group had larger gains than students in comparison group across grades.

Authors

• Chalie Patarapichayatham, Southern Methodist University

• Victoria Nevin Locke, Istation

• Sean Lewis, Istation