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Educational technology has become increasingly commonplace in classrooms, and Congress has spent billions to give schools access to technology and online learning opportunities. But research on the effectiveness of using educational technology has lagged behind technology's growth. In 2001, Congress mandated that the U.S. Department of Education conduct a scientific study of the effectiveness of using educational technology.

The National Study of the Effectiveness of Educational Technology Interventions, funded by the Department of Education's Institute of Education Sciences, is a 3-year scientific evaluation of the efficacy of technology applications designed to improve student learning in math and reading in grades K-12. Approximately 35 districts and 132 schools, representing a geographically diverse cross section of school districts across the nation, are participating in the study. Targeted schools serve low-income students and demonstrated an interest in using the technology interventions selected for the study. Mathematica Policy Research, Inc., of Princeton, NJ, and its subcontractor, SRI International of Menlo Park, CA, are conducting the evaluation. Data are being collected through classroom observations, teacher surveys, students’ school records and standardized assessments, and from electronic records available from the technology intervention. Read more.