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Sunday, April 08, 2007

Editor's Hand Picked Headline News

Major study questions value of school software.
Use of certain programs in reading in math did not lead to noticeably higher test scores, researchers say; ed-tech advocates say methodology is at fault.

The use of certain educational software programs to help teach reading and math did not lead to higher test scores after a year of implementation, according to a major federal report released April 5.
The $10 million study, issued by the U.S. Department of Education (ED), was distributed to members of Congress-and its findings could affect future funding for school technology. That worries some advocates of educational technology, who question how the study was conducted.
The study set out to examine the effectiveness of 15 classroom software programs in four categories: early reading (first grade); reading comprehension (fourth grade); pre-algebra (sixth grade); and algebra (ninth grade).
Researchers studied the impact of the school software products in question on about 10,000 students in 439 classrooms across 132 schools. They found achievement scores were not statistically higher in classrooms using these reading and math programs than in classrooms without the products.

Source: eSchool News