Reading and mathematics software used by elementary and high school children does not appear to improve test scores, despite the substantial sums of money school districts spend on computer products, according to a new report presented to the U.S. Congress.
The report, released last month, is the first of two from a Department of Education study that was mandated by the No Child Left Behind Act . It examines reading products used by first- and fourth-graders, as well as math products used in the sixth grade and algebra classes typically taken in ninth grade.
Math students who used the software did so for about 10 percent of class time, but their scores did not differ by a statistically significant margin when compared to students who didn't use the products.
Reading test scores among first- and fourth-graders also did not seem to be affected by the use of the software, the Department of Education found.
Nearly all teachers who used the software to teach lesson plans received training from the vendors before doing so, and believed the training adequately prepared them to use the products in class. The teachers, however, reported a lower degree of confidence in what they learned in training after they started using the products with students.
Teachers who used the software spent extra time working with individual students. There were some minor technical difficulties with the products, but nearly every teacher said they would use them again.
The study involves 33 districts and 132 schools. The second report from the study will look at the effects of individual products and determine whether reading and mathematics software is more effective when used by teachers who have more experience teaching with the programs.
The average licensing fees for the reading products were US$96 to $100 per student, per year. The math software cost an average of $15 to $18.
The products assess student skills and provide instruction, demonstrations and opportunities for practice.
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