The Effects Of A Web Based Mathematics Program On Student Achievement

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The Effects of a Web-based Instructional Program

Author : Penelope Pritchett Hill
Publisher :
ISBN 13 :
Total Pages : 114 pages
Book Rating : 4.:/5 (18 download)

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Book Synopsis The Effects of a Web-based Instructional Program by : Penelope Pritchett Hill

Download or read book The Effects of a Web-based Instructional Program written by Penelope Pritchett Hill and published by . This book was released on 2018 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt: As advances in technology allowed national and state education assessments to be administered digitally, many school districts transitioned to computer-based instructional programs and assessments to improve student achievement and better prepare students for high-stakes computerized assessments. One such rural public school district in Mississippi implemented a supplemental web-based instructional program, i-Ready, for the first time in the 2017-2018 school year. The purpose of this study was (a) to investigate the effects of the i-Ready program on student achievement in Grades 4 – 5 reading/language arts and mathematics and (b) to determine if there were significant differences in growth (from pretest to posttest) among performance levels of students in Grades 4 – 5 on the 2017 state assessment in reading/language arts and mathematics. A quantitative research design using existing data was used to conduct the study, and the paired-samples t-test provided the primary means of analysis for research questions one and two to determine the effect of the i-Ready program on student achievement. The one-way analysis of variance (ANOVA) was used as the primary means of analysis for research questions three and four to determine if there were significant differences in growth among students across Performance Levels 1 – 5. The results from the research study showed the i-Ready program had a positive impact on student achievement in reading and math for Grades 4 – 5. No statistically significant differences were found in student growth among the performance level groups indicating all students were impacted by the program. Recommendations for future research include: (a) conducting longitudinal studies to determine long-term effects of participation in the i-Ready program, (b) analyzing methods of implementation by classroom teachers, (c) measuring i-Ready’s predictability of proficiency and growth on state assessments, and (d) conducting studies of other online instructional programs using control groups.

The Effects of a Web-based Mathematics Program on Student Achievement

Author : Andrea LaShell Woody
Publisher :
ISBN 13 :
Total Pages : 62 pages
Book Rating : 4.:/5 (852 download)

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Book Synopsis The Effects of a Web-based Mathematics Program on Student Achievement by : Andrea LaShell Woody

Download or read book The Effects of a Web-based Mathematics Program on Student Achievement written by Andrea LaShell Woody and published by . This book was released on 2013 with total page 62 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Mathematics Assessment

Author : Gerald Kulm
Publisher : Jossey-Bass
ISBN 13 :
Total Pages : 214 pages
Book Rating : 4.3/5 (91 download)

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Book Synopsis Mathematics Assessment by : Gerald Kulm

Download or read book Mathematics Assessment written by Gerald Kulm and published by Jossey-Bass. This book was released on 1994-10-28 with total page 214 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides math teachers and those who work with them with a comprehensive and practical resource for planning and implementing alternative assessment in the classroom. Drawing from his own experience working with teachers at several grade levels in a variety of settings, Gerald Kulm offers hands-on guidelines for assessing student understanding of procedures, concepts, and problem-solving, including advice on developing and interpreting assessment tasks, assessing individual and group mathematical activities, using scoring rubrics, developing student portfolios, and more.|Kulm provides specific tips and ideas for getting started and simple ways to adapt math activities and problems for assessment. He includes numerous examples of student products such as puzzles, projects, problems, interviews, and group activities that can allow for individual differences in learning and productivity.|Kulm also offers a section of frank teacher-written summaries that provide firsthand insights into what worked and what did not. The range of types of classes and assessment goals described in these summaries make it easy for nearly any teacher to find a situation similar to that of their own class and adapt the strategies that were successful.

Developing and Evaluating the Effects of Web-based Mathematics Instruction and Assessment on Student Achievement and Attitude

Author : Diem Mai Nguyen
Publisher :
ISBN 13 :
Total Pages : 230 pages
Book Rating : 4.:/5 (519 download)

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Book Synopsis Developing and Evaluating the Effects of Web-based Mathematics Instruction and Assessment on Student Achievement and Attitude by : Diem Mai Nguyen

Download or read book Developing and Evaluating the Effects of Web-based Mathematics Instruction and Assessment on Student Achievement and Attitude written by Diem Mai Nguyen and published by . This book was released on 2002 with total page 230 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Short, Medium and Long Term Effects of an Online Learning Activity Based (OLAB) Curriculum on Middle School Students' Achievement in Mathematics

Download Short, Medium and Long Term Effects of an Online Learning Activity Based (OLAB) Curriculum on Middle School Students' Achievement in Mathematics PDF Online Free

Author : Rusen Meylani
Publisher :
ISBN 13 :
Total Pages : 101 pages
Book Rating : 4.:/5 (964 download)

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Book Synopsis Short, Medium and Long Term Effects of an Online Learning Activity Based (OLAB) Curriculum on Middle School Students' Achievement in Mathematics by : Rusen Meylani

Download or read book Short, Medium and Long Term Effects of an Online Learning Activity Based (OLAB) Curriculum on Middle School Students' Achievement in Mathematics written by Rusen Meylani and published by . This book was released on 2016 with total page 101 pages. Available in PDF, EPUB and Kindle. Book excerpt: Public mathematics education is not at its best in the United States and technology is often seen as part of the solution to address this issue. With the existence of high-speed internet, mobile technologies, ever-improving computer programming and graphing, the concepts of learning management systems (LMSs) and online learning environments (OLEs), technology-based learning has elevated to a whole new level. The new generation of online learning enables multi-modal utilization, and, interactivity with instant feedback, among the other precious characteristics identified in this study. The studies that evaluated the effects of online learning often measured the immediate impacts on student achievement; there are very few studies that have investigated the longer-term effects in addition to the short term ones. In this study, the effects of the new generation Online Learning Activity Based (OLAB) curriculum on middle school students' achievement in mathematics at the statewide high-stakes testing system were examined. The results pointed out that the treatment group performed better than the control group in the short term (immediately after the intervention), medium term (one year after the intervention), and long term (two years after the intervention) and that the results were statistically significant in the short and long terms. Within the context of this study, the researcher also examined some of the factors affecting student achievement while using the OLE as a supplemental resource, namely, the time and frequency of usage, professional development of the facilitators, modes of instruction, and fidelity of implementation. While the researcher detected positive correlations between all of the variables and student achievement, he observed that school culture is indeed a major feature creating the difference attributed to the treatment group teachers. The researcher discovered that among the treatment group teachers, the ones who spent more time on professional development, used the OLE with greater fidelity and attained greater gains in student achievement and interestingly they came from the same schools. This verified the importance of school culture in teachers' attitudes toward making the most of the resources made available to them so as to achieve better results in terms of student success in high stakes tests.

Student Achievement and Web-based Mathematical Instruction Versus Traditional Textbook Instruction

Author : Cheryl May Concannon Lynch
Publisher :
ISBN 13 :
Total Pages : 92 pages
Book Rating : 4.:/5 (187 download)

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Book Synopsis Student Achievement and Web-based Mathematical Instruction Versus Traditional Textbook Instruction by : Cheryl May Concannon Lynch

Download or read book Student Achievement and Web-based Mathematical Instruction Versus Traditional Textbook Instruction written by Cheryl May Concannon Lynch and published by . This book was released on 2007 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt: PLATO, a Web-based instructional program, is used to increase student mathematic achievement in preparation for the California High School Exit Exam. This quantitative study examined the effects PLATO had on high school students' mathematics achievement. The study used two groups of students; one used PLATO and the other did not. The students were pre-tested and post-tested on each section of the mathematics component of the Measures of Academic Progress (MAP). The four MAP sections used in this study were: Number Sense, Algebra and Functions, Measurement, and Geometry. The study analyzed the correlation between the time students spent on PLATO and the change in their MAP scores. At-test was also conducted to compare the difference in MAP scores between the PLATO-using and non-PLATO-using students. The results showed that the correlation between the total amount of time students spend on PLATO and the overall change in their MAP scores was statistically significant (r = .368, p = .027). The time students spent on the Algebra and Function section of PLATO also had a positive correlation to their Algebra and Function MAP score (r = .399, p = .026). Such a correlation was not found in the other three sections of the MAP assessment. The mean difference between the change in MAP scores ofthe PLATO and non-PLATO groups was 3.34, which was not statistically significant (t = 1.542, p = .128).

The Impact of Computer-based Programs on Middle School Math Achievement

Author : Kenyatta Gilmore
Publisher :
ISBN 13 :
Total Pages : 91 pages
Book Rating : 4.:/5 (14 download)

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Book Synopsis The Impact of Computer-based Programs on Middle School Math Achievement by : Kenyatta Gilmore

Download or read book The Impact of Computer-based Programs on Middle School Math Achievement written by Kenyatta Gilmore and published by . This book was released on 2018 with total page 91 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this correlation research study was to investigate the impact of computer-based learning on middle school math achievement of at-risk students. The participants for this study were drawn from a convenience sample of 83 middle school students located in southeastern Georgia. At-risk middle school students were achieving below their grade equivalent and failing to meet local and state proficiency standards. Computer-based instruction was implemented as an intervention to increase student achievement in mathematics. The study used a pretest-posttest control group design and used SPSS software to conduct the statistical analyses using an ANCOVA and t-test. The results indicated that the use of Math 180 did not result in a statistically significant increase in achievement of at-risk students. However, the observed power for each null hypothesis was very low, indicating the likelihood of a Type II error. Therefore, there may have been an effect of Math 180 on student achievement, but the sample sizes were too small to detect it. This type of intervention may be recommended for continued use; however, future research on other computer-based programs would be beneficial.

Teachers' Beliefs about Web-based Homework in Mathematics

Author : Alexander J. Lord
Publisher :
ISBN 13 :
Total Pages : 72 pages
Book Rating : 4.:/5 (122 download)

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Book Synopsis Teachers' Beliefs about Web-based Homework in Mathematics by : Alexander J. Lord

Download or read book Teachers' Beliefs about Web-based Homework in Mathematics written by Alexander J. Lord and published by . This book was released on 2020 with total page 72 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Effects of a Technology-based Parental-involvement Program on Student Achievement in Mathematics

Author : Jeannie Whitlock Fitzpatrick
Publisher :
ISBN 13 :
Total Pages : 122 pages
Book Rating : 4.:/5 (88 download)

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Book Synopsis Effects of a Technology-based Parental-involvement Program on Student Achievement in Mathematics by : Jeannie Whitlock Fitzpatrick

Download or read book Effects of a Technology-based Parental-involvement Program on Student Achievement in Mathematics written by Jeannie Whitlock Fitzpatrick and published by . This book was released on 2013 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt:

The Case Against Homework

Author : Sara Bennett
Publisher : Harmony
ISBN 13 : 030734018X
Total Pages : 306 pages
Book Rating : 4.3/5 (73 download)

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Book Synopsis The Case Against Homework by : Sara Bennett

Download or read book The Case Against Homework written by Sara Bennett and published by Harmony. This book was released on 2007-08-28 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt: Does assigning fifty math problems accomplish any more than assigning five? Is memorizing word lists the best way to increase vocabulary—especially when it takes away from reading time? And what is the real purpose behind those devilish dioramas? The time our children spend doing homework has skyrocketed in recent years. Parents spend countless hours cajoling their kids to complete such assignments—often without considering whether or not they serve any worthwhile purpose. Even many teachers are in the dark: Only one of the hundreds the authors interviewed and surveyed had ever taken a course specifically on homework during training. The truth, according to Sara Bennett and Nancy Kalish, is that there is almost no evidence that homework helps elementary school students achieve academic success and little evidence that it helps older students. Yet the nightly burden is taking a serious toll on America’s families. It robs children of the sleep, play, and exercise time they need for proper physical, emotional, and neurological development. And it is a hidden cause of the childhood obesity epidemic, creating a nation of “homework potatoes.” In The Case Against Homework, Bennett and Kalish draw on academic research, interviews with educators, parents, and kids, and their own experience as parents and successful homework reformers to offer detailed advice to frustrated parents. You’ll find out which assignments advance learning and which are time-wasters, how to set priorities when your child comes home with an overstuffed backpack, how to talk and write to teachers and school administrators in persuasive, nonconfrontational ways, and how to rally other parents to help restore balance in your children’s lives. Empowering, practical, and rigorously researched, The Case Against Homework shows how too much work is having a negative effect on our children’s achievement and development and gives us the tools and tactics we need to advocate for change. Also available as an eBook

Analyzing the Effects of MyMathLab on Student Achievement in Elementary Algebra

Author : Kathy Ann Vezmar
Publisher :
ISBN 13 : 9781124782034
Total Pages : pages
Book Rating : 4.7/5 (82 download)

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Book Synopsis Analyzing the Effects of MyMathLab on Student Achievement in Elementary Algebra by : Kathy Ann Vezmar

Download or read book Analyzing the Effects of MyMathLab on Student Achievement in Elementary Algebra written by Kathy Ann Vezmar and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The mathematics department at the Owens campus of Delaware Technical & Community College implemented MyMathLab, an interactive, web-based instructional program, in order to increase student achievement in Elementary Algebra. The goal of this study is to determine if MyMathLab has a positive effect on student achievement as well as the conditions that seem to support or undermine the effectiveness of the program. A multiple regression model was used to determine the separate effects of demographics, prior knowledge, instructor, time spent using MyMathLab, and MyMathLab homework grade on students' final exam grades. A survey was used to collect information on how students used MyMathLab, whether or not they felt the program was helpful, and the level of instructor support they were receiving for the program. The results of the data analysis showed MyMathLab had a significant, positive effect on final exam scores. The survey results also showed that students like using MyMathLab and believed the program was helpful. Recommendations to increase the effectiveness of MyMathLab include redesigning the course to incorporate mandatory computer lab time.

The Effects of Computer Use on Academic Achievement

Author : Brietta James
Publisher :
ISBN 13 :
Total Pages : 68 pages
Book Rating : 4.:/5 (164 download)

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Book Synopsis The Effects of Computer Use on Academic Achievement by : Brietta James

Download or read book The Effects of Computer Use on Academic Achievement written by Brietta James and published by . This book was released on 2007 with total page 68 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the effects of using technology and the First in Math online program with students with learning disabilities to increase fluency of multiplication facts. The twelve students used in the study qualify for special education and have processing deficits which impede academic performance. They receive small group instruction for some part of their day with the Resource Specialist teacher. The twelve students were put into two groups, a control and experimental group. All twelve students were given a three minute timed pretest to determine a baseline for fluency of multiplication facts. The students in the experimental group used the First in Math online program for four weeks, 10 minutes per day, four times per week in addition to their small group math instruction in the resource room. The control group did not use the First in Math TM online program and only received their small group math instruction in the resource room. At the end of the four week study, all twelve students were given a three minute timed posttest. The results of the study indicate that the students who used the First in Math online program, in addition to their math instruction, made substantially more progress in fluency of multiplication facts. KEYWORDS: First in MathTM, learning disabilities, math software, resource room, resource specialist program

Evaluating the Impact of Supplemental Online Math Instruction and Intervention

Author : Craig R. Tornquist
Publisher :
ISBN 13 :
Total Pages : 53 pages
Book Rating : 4.:/5 (927 download)

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Book Synopsis Evaluating the Impact of Supplemental Online Math Instruction and Intervention by : Craig R. Tornquist

Download or read book Evaluating the Impact of Supplemental Online Math Instruction and Intervention written by Craig R. Tornquist and published by . This book was released on 2015 with total page 53 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated the impact of the supplemental online math instruction and intervention program TenMarks.com on student achievement as measured by assessment scores in a school in California's Central Valley. Sixty-three students from two different fifth grade classes participated in the study. Both classes were taught by the author. The scores on the standard curriculum chapter test and Ten Marks.com post-test of students who supplemented their in-class instruction with Ten Marks.com were compared to the scores of students who did not use Ten Marks.com during the course of the study. The results found no statistically significant difference in chapter test scores from the standard curriculum. However, significantly higher achievement was found on TenMarks.com post-test scores for those who used the online program.

The Impact of Student Self-beliefs and Learning Behaviors on Mathematics Achievement for Nontraditional Students in an Online Charter High School

Download The Impact of Student Self-beliefs and Learning Behaviors on Mathematics Achievement for Nontraditional Students in an Online Charter High School PDF Online Free

Author : Nathan Andrew Hawk
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (136 download)

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Book Synopsis The Impact of Student Self-beliefs and Learning Behaviors on Mathematics Achievement for Nontraditional Students in an Online Charter High School by : Nathan Andrew Hawk

Download or read book The Impact of Student Self-beliefs and Learning Behaviors on Mathematics Achievement for Nontraditional Students in an Online Charter High School written by Nathan Andrew Hawk and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The importance of a high school diploma continues to increase. Still, certain student at-risk factors have been identified across the research literature that negatively impact likelihood to finish school and may increase prevalence of school dropout. That is, for students identified as at-risk, more maladaptive profiles of risk factors often lead to lower academic performance. However, these risk factors are typically non-adaptive, stable constructs endemic of prior experiences or external family-focused factors often uncontrolled by students; as such, transforming student achievement just by addressing this risk-performance relationship is insufficient. This study targeted this limitation by focusing on virtual learning environments. In online virtual-based learning, several important variables more amenable to change are posited to be important for student success in this study. These include mathematics self-efficacy, technology self-efficacy for online learning, and effective time management planning and monitoring. Combining these adaptive student personal characteristics with risk factors, the purpose of this study was to examine the relationship between student at-risk factors and mathematics achievement in the context of one online charter high school. Further, the study examined how student personal characteristics, which are often amenable to change and intervention, impact the relationship between risk and mathematics achievement. Using multiple linear regression, this study explored how at-risk factors interacted with student personal characteristics to influence mathematics achievement. Thus, the priority was to interpret the statistical mechanisms by which these student personal characteristics influenced the risk to achievement relationship. Results show that student performed at an average level in their Algebra 1 course. Further, students’ age, likely coinciding with the grade level they took the courses negatively and significantly predicted course grade. This result suggests that when students take the course, when they take it for the first time, or if they repeat the course, has a significant impact of the course achievement outcomes. Additionally, domain-specific self-efficacy in mathematics contributed most to course grade among the hypothesized moderators. Finally, the impact of family socioeconomic status (SES) on course grade was conditioned on level of one’s self-efficacy or time management. In general, more adaptive levels of one of the moderators lessened the impact of SES. On the other hand, while not significant, the conditional effect of the moderators on the relationship between parental involvement to course grade generally showed that higher levels of the moderators amplified this impact. This inquiry aims to enhance our understanding of the learning context in high school online learning, seeking to improve our awareness of critical and personal online learning factors that positively impact at-risk students’ online learning experience and achievement. Results of this study have important significance to high school virtual leaning in the mathematics classroom. The results show that when students have more adaptive self-efficacy or study behavior profile, impacts of prior family-based academic risk factors on achievement are lessened or positively strengthened. For virtual schools moving forward, teachers and administrators should consider ways to strengthen students’ self-efficacy and build programs to teach students about important learning behaviors, such as time management strategies.

Uses of Technology in Lower Secondary Mathematics Education

Author : Paul Drijvers
Publisher : Springer
ISBN 13 : 3319336665
Total Pages : 41 pages
Book Rating : 4.3/5 (193 download)

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Book Synopsis Uses of Technology in Lower Secondary Mathematics Education by : Paul Drijvers

Download or read book Uses of Technology in Lower Secondary Mathematics Education written by Paul Drijvers and published by Springer. This book was released on 2016-06-14 with total page 41 pages. Available in PDF, EPUB and Kindle. Book excerpt: This topical survey provides an overview of the current state of the art in technology use in mathematics education, including both practice-oriented experiences and research-based evidence, as seen from an international perspective. Three core themes are discussed: Evidence of effectiveness; Digital assessment; and Communication and collaboration. The survey’s final section offers suggestions for future trends in technology-rich mathematics education and provides a research agenda reflecting those trends. Predicting what lower secondary mathematics education might look like in 2025 with respect to the role of digital tools in curricula, teaching and learning, it examines the question of how teachers can integrate physical and virtual experiences to promote a deeper understanding of mathematics. The issues and findings presented here provide an overview of current research and offer a glimpse into a potential future characterized by the effective integration of technology to support mathematics teaching and learning at the lower secondary level.

Data-based Decision Making in Education

Author : Kim Schildkamp
Publisher : Springer Science & Business Media
ISBN 13 : 9400748159
Total Pages : 221 pages
Book Rating : 4.4/5 (7 download)

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Book Synopsis Data-based Decision Making in Education by : Kim Schildkamp

Download or read book Data-based Decision Making in Education written by Kim Schildkamp and published by Springer Science & Business Media. This book was released on 2012-09-18 with total page 221 pages. Available in PDF, EPUB and Kindle. Book excerpt: In a context where schools are held more and more accountable for the education they provide, data-based decision making has become increasingly important. This book brings together scholars from several countries to examine data-based decision making. Data-based decision making in this book refers to making decisions based on a broad range of evidence, such as scores on students’ assessments, classroom observations etc. This book supports policy-makers, people working with schools, researchers and school leaders and teachers in the use of data, by bringing together the current research conducted on data use across multiple countries into a single volume. Some of these studies are ‘best practice’ studies, where effective data use has led to improvements in student learning. Others provide insight into challenges in both policy and practice environments. Each of them draws on research and literature in the field.

The Effects of the Elevate Math Summer Program on Math Achievement and Algebra Readiness

Author : Jason Snipes
Publisher :
ISBN 13 :
Total Pages : 9 pages
Book Rating : 4.:/5 (16 download)

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Book Synopsis The Effects of the Elevate Math Summer Program on Math Achievement and Algebra Readiness by : Jason Snipes

Download or read book The Effects of the Elevate Math Summer Program on Math Achievement and Algebra Readiness written by Jason Snipes and published by . This book was released on 2016 with total page 9 pages. Available in PDF, EPUB and Kindle. Book excerpt: To raise math success rates in middle school, many schools and districts have implemented summer math programs designed to improve student preparation for algebra content in grade 8. However, little is known about the effectiveness of these programs. While students who participate typically experience learning gains, there is little rigorous evidence evaluating the effects of the programs on math achievement or readiness for algebra content. This study fills that void by rigorously examining the effects of one such summer program (the Elevate summer math program) on student achievement. In summer 2014, the Silicon Valley Education Foundation (SVEF), the research team, and several Silicon Valley school districts collaborated on a randomized controlled trial to assess the effects of the Elevate Math summer program on math achievement, algebra readiness, and attitudes toward math. The study focused on three primary questions: (1) What is the impact of the Elevate Math summer program on the math achievement and algebra readiness of rising grade 8 students?; (2) What is the impact of the Elevate Math summer program on math achievement in the math topic areas most closely aligned with the program's curriculum?; and (3) What is the impact of the Elevate Math summer program on the math interest and math self-efficacy of rising grade 8 students? The randomized controlled trial was conducted in summer 2014 at eight schools in six districts in California's Silicon Valley. Participating districts identified eligible students based on existing grade 6 California Standards Test (CST) data. The districts' enrollments range from 2,487 to 13,162, with an average of 9,426. The percentage of English learner students in each district ranges from 19% to 53%, with an average of 38%. Students were randomly assigned to a treatment group that received access to the program at the beginning of the summer or to a control group that received access to the program later in the summer. Math achievement was measured using the Mathematics Diagnostic Testing Project (MDTP) Algebra Readiness test, which was administered to the treatment and control groups on the first and last days of their participation in the summer program. The Elevate Math summer program significantly improved math achievement and algebra readiness among participating grade 7 students. The program improved the math achievement of the treatment group compared with the control group across several metrics. The Elevate Math summer program also had a positive, statistically significant effect on algebra readiness. Despite the Elevate Math summer program's effects, students' math achievement at the end of the program suggested that many students were still not ready for the algebra content in grade 8 math courses. There were no significant impacts on math interest or math self-efficacy. The estimated level of interest in math for the treatment group was higher than that of the control group, but the difference was not statistically significant. [The Silicon Valley Education Foundation and several Silicon Valley school districts collaborated on this study. For the Regional Educational Laboratory West report, "The Effects of the Elevate Math Summer Program on Math Achievement and Algebra Readiness. REL 2015-096" (2015), see ED558157.].