Harvard Study Suggests DreamBox Math Impact on Student Learning Outcomes

Research & Impact

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At-a-Glance

Type:

Research Report

Time Period:

2014-2016

Grade Level:

3-5

Source:

Center for Education Policy Research, Harvard University

Product:

DreamBox Math

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Background

The Center for Education Policy and Research at Harvard University evaluated the impact of DreamBox Math on student achievement. The study explored whether improvement on student assessment scores was causally related to the use of Dreamox Math and the results showed meaningful achievement gains.

In particular, when students spent 20 minutes per week on DreamBox Math, their NWEA MAP scores increased by 2.5 points. Because the study indicates a linear relationship between time spent in DreamBox Math and achievement gains, students who use DreamBox Math for 60 minutes per week stand to experience an increase of 7.5 points on the MAP assessment.

Who was included and what was evaluated?

The study included nearly 3,000 students in grades 3-5 representing culturally and economically diverse demographics from two school districts: Rocketship Education and Howard County Public Schools (HCPSS). Researchers examined historical data on student achievement on state assessments and the Northwest Evaluation Association (NWEA) Measures of Academic Progress® (MAP) assessment, as well student characteristics. They also looked at student log files from DreamBox Math to measure how students were using the program, both in and out of school.

What are the study results?

The CEPR at Harvard University study of DreamBox Math showed meaningful achievement gains. When students spent 20 minutes per week usingthe program during the school year, they demonstrated a 2.5 percentile point increase on their NWEA MAP assessments.

Because the study indicates a linear relationship between time spent on DreamBox Math and achievement gains, students who use DreamBox Math for the recommended 60 minutes per week stand to experience an increase of 7.5 points on the MAP.

Source

©2016 President and Fellows of Harvard College
Center for Education Policy Research at Harvard University
cepr.harvard.edu | cepr@gse.harvard.edu | @HarvardCEPR