Frequently Asked Questions

What is the purpose of the Evaluation of Educational Technology Interventions?

The federal No Child Left Behind Act requires the U.S. Department of Education to assess whether using technology increases student achievement, as well as the conditions that increase the ability of teachers to use technology effectively. The study will focus on reading and mathematics, and will explore how technology improves academic achievement among low-income students. The U.S. Department of Education has selected 17 technology products for the study based on the merits of their products and the requirements of the study. The seventeen products are in the areas of early reading (grade 1), reading comprehension (grade 4), pre-algebra (grade 6), and algebra (grade 9).

Who is conducting the study?

Mathematica Policy Research, Inc. of Princeton, N.J., and SRI International of Menlo Park, CA, have been selected to conduct the study. The study team is complemented by an advisory group of educational technology and research experts, who have helped to design the study.

Who is funding it?

Congress appropriated funds for the U.S. Department of Education to conduct the study. The department's Institute for Education Sciences will supervise it.

How many school districts and schools will participate in the study and how will they be selected?

The study will include about 30 to 40 districts and up to 120 schools. The districts will represent a diverse cross section of school districts across the nation. Schools targeted for the study will serve low-income students and will have the capacity to support rigorous scientific research. They also will be schools that have demonstrated an interest in using the technology products selected for the study.

Why would school districts want to participate in the study?

School districts will be able to pilot-test technology products at virtually no cost to them. Districts that participate in the study will receive free use of a technology product for up to two years, and free training for teachers using the products. Teachers also will be paid while they are in training. In addition, districts and schools will be compensated for the costs of supporting data collection for the study, and schools will receive an allowance to upgrade computers in participating classrooms.

When will teachers use the technology products?

Teachers will use the technology products for two school years beginning with the 2004-2005 school year. The research team will visit classrooms in the study up to four times during the school years to observe teacher and student experiences using the technology products.

How will teachers be chosen for the study?

An important feature of the study is that teachers in participating schools will volunteer to use the products. Teachers who volunteer will be randomly assigned to use the products or not to use them, which is an important aspect of a scientifically strong study.

How will teachers be trained on how to use the technology products?

Companies that develop the technology products will work with the study's researchers to set up training sessions for selected teachers. The training is expected to occur in the summer before the 2004-2005 academic year. Teachers will be paid for the time they spend in training and for their costs.

How will the effects of education technology on student academic achievement be measured?

Student academic gains will be measured using commercially available standardized tests. The tests that the study will use are currently being considered.

Once the study is completed, how will the findings be publicized?

The study will present findings to Congress. The findings also will be posted on the Internet, and the media will be briefed on the conclusions and what they mean to educators, policymakers and the public. It is likely that the study's design and its findings will generate much attention.

Who can I contact for more information about the study?

A report on the study design is available at http://www.mathematica-mpr.com. You also can get more information about the study by contacting Mark Dynarski, Mathematica's study director (mdynarski@mathematica-mpr.com, 609-799-3535), or by contacting Audrey Pendleton, IES' project officer (Audrey.Pendleton@ed.gov, 202-208-7078).