Long‐term effects of an online math tool on U.S. adolescents' achievement

Abstract In this study, we examined the long‐term effects of ASSISTments, an educational technology platform that enables formative assessment. The intervention was implemented in schools in one U.S. state for 12–13‐year‐old students (7th grade). Students' math achievement was measured at the end of the following school year (8th grade, ages 13–14 years), one year after the intervention was complete. Students who received the intervention demonstrated improved math achievement one year later compared to students who received typical math instruction. The intervention improved math achievement to a greater extent for students of colour and Hispanic students, as well as those attending schools with higher proportions of economically disadvantaged students. Students' math achievement gains were related to their ASSISTments usage during 7th grade. These findings suggest that the intervention has the potential to significantly improve math achievement for students in the long run, one year after the intervention ended, particularly for students from marginalized backgrounds.