effectiveness of stanford s epgy online math k-5 course in ...

Effectiveness of Stanford's EPGY Online Math K-5 Course in Eight Title I Elementary Schools in Three California School Districts, 2006-2007
Patrick Suppes*, Paul W. Holland**, Yuanan Hu*, and Minh-thien Vu* 15 July 2009 *Education Program for Gifted Youth, Stanford University **Paul Holland Consulting Corporation
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Abstract Stanford University's Education Program for Gifted Youth (EPGY) conducted a randomized treatment experiment during the 2006-2007 school year to test the efficacy, for Title I students, of the EGPY Kindergarten through Grade 5 Mathematics Course Sequence (Math K-5). While the EPGY curriculum was originally developed for gifted students in any grade, the students in this study were not selected as gifted but were simply the students in the Title I schools. If we restrict attention to those EPGY students who were in the top half of the distribution of correct first attempts on the EPGY exercises (a measure of work and engagement in the EPGY curriculum) we see substantial and statistically significant improvements in the CST07 test scores over the scores of matched control students. The effects in second grade appear to be larger than those in grades 3 to 5.
Key words: Randomized treatment experiment, matching, EPGY, Correct first attempts, HLM, Proficiency Levels, CST, predicting future test results, Bayesian Classifiers, Mahalanobis distance, Learning curves.
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Table of Contents
1. 2. INTRODUCTION
Part I
METHODS 2.1 Research design 2.2 Data collection and the E/C pairings Math CST scores Course performance of the EPGY students COMPARISON OF EPGY AND CONTROL STUDENTS ON THE 2007 MATHEMATICS CST 3.1 Paired t-test and related results for the Title I students in Grades 3 to 5 3.2 Weighting the correct first responses by the difficulty of the exercises 3.3 Results for second graders 3.4 District and school results 3.5 A Three-level, Hierarchical Linear Model (HLM) Analysis Results for top half Results for all 572 pairs 3.6 The effect of EPGY on changes in Proficiency Levels 3.7 The effect of EPGY on lower performing students 3.8 Summary of the effectiveness results 3.9 Justifying the use of CFA to stratify the students

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