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Title:  WWC Review of the Report "The Effects of POWERSOURCE Intervention on Student Understanding of Basic Mathematical Principles"
Description: The 2009 study, The Effects of POWERSOURCE Intervention on Student Understanding of Basic Mathematical Principles, examined the impact of POWERSOURCE, an intervention designed to help teachers provide individual instruction to their students in Algebra I. The program consists of formative assessments, instructional resources, and professional development for teachers. This study took place in seven districts in Arizona and California during the 2007-08 school year and used two different types of randomization. In three districts, teachers were randomly assigned to either a POWERSOURCE group or a comparison group, and in four districts schools, they were randomly assigned to either a POWERSOURCE group or a comparison group. The randomized controlled trial of the teachers is well-implemented and has low levels of sample attrition. This research meets WWC evidence standards without reservations. The randomized controlled trial of the schools does not meet WWC evidence standards due to high levels of attrition and analytic samples that were not demonstrated to be equivalent at baseline.
Online Availability:
Cover Date: April 2013
Web Release: May 1, 2013
Print Release: May 1, 2013
Publication #: WWC SSR10051
General Ordering Information
Center/Program: WWC
Associated Centers: NCEE
Authors: WWC
Type of Product: Single Study Review
Keywords:
Questions: For questions about the content of this Single Study Review, please contact:
Joy Lesnick.
 
 
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National Center for Education Statistics - http://nces.ed.gov
U.S. Department of Education