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Using OLS regression and propensity score matching across 3,273 students, results show that completing 24+ or 30+ sessions significantly increases achievement with a medium, significant effect.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/legends-of-learning-math-basecamp-use-and-math-achievement-in-rialto-unified-school-district/585942/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/legends-of-learning-math-basecamp-use-and-math-achievement-in-rialto-unified-school-district/585942.png","ImageObject",300,407,{"name":42,"@type":43},"Jordan Avery","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What was the study’s main purpose regarding Math Basecamp?","Question",{"text":63,"@type":64},"To examine the relationship between students’ engagement with Math Basecamp and their math achievement at the elementary level in Rialto Unified School District in California.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How did the researchers measure the association between Math Basecamp use and achievement?",{"text":68,"@type":64},"They used Ordinary Least Squares (OLS) regression to examine associations while accounting for variables such as gender, special education status, race, grade level, English language proficiency, attendance, and prior performance. They also used propensity score matching to estimate average treatment effects compared with students with zero sessions.",{"name":70,"@type":61,"acceptedAnswer":71},"What impact did completing more Math Basecamp sessions have on student scores?",{"text":72,"@type":64},"Completing at least 24 sessions significantly increased student scores on California’s Smarter Balanced Mathematics assessment, and the recommended number of sessions significantly increased scores compared to students with zero sessions, with OLS results indicating scores rise as completed sessions increase.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},585942,1792172475,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},1099523882367,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Legends of Learning: Math Basecamp  \nMath Basecamp Use and Math Achievement in Rialto Unified School District  \nPrepared by McREL for Legends of Learning May 2024  \nMcREL project team  \nKristen Erichsen ([kerichsen@mcrel.org](kerichsen@mcrel.org))  \nBradley Rentz ([brentz@mcrel.org](brentz@mcrel.org))  \nMatthew Linick ([mlinick@mcrel.org](mlinick@mcrel.org))  \nSheila A. Arens ([sarens@mcrel.org](sarens@mcrel.org))  \n© McREL International  \nMcREL is a nonprofit, nonpartisan research, development, and service organization that helps schools, districts, and education agencies improve outcomes for all students. We provide:  \n• Analysis and alignment of curriculum, instruction, assessment, and standards  \n• Professional development, learning, and coaching for teachers, principals, and system leaders  \n• Research, data analysis, logic models, and program evaluations  \n• School improvement recommendations, action planning, implementation support, and technical assistance  \n4601 DTC Boulevard, Suite 500, Denver, CO 80237  \n[www.mcrel.org](www.mcrel.org 800.858.6830)[ 800.858.6830](www.mcrel.org 800.858.6830)  [info@mcrel.org](info@mcrel.org)  \nExecutive Summary  \nAs the number of sessions of Legends of Learning’s Math Basecamp increases, achievement on California’s Smarter Balanced Mathematics assessment increases significantly.  \nCompleting at least 24 sessions of Legends of Learning’s Math Basecamp significantly increases student scores on California’s Smarter Balanced Mathematics assessment.  \nCohen’s D computed for these relationships indicate a medium, significant effect of Math Basecamp on math achievement.  \nLegends of Learning designs game-based learning programs for teachers, students, and families that are intended to align with school curricula and that leverage fun student activities intended to foster deeper engagement and understanding of the material. Math Basecamp, specifically, was designed to facilitate students’ development of mathematics fluency, including counting, deriving, mastery, and application of mathematical concepts.  \nMcREL International conducted a study of how variation in student use of Math Basecamp in the 2022–2023 school year related to student math achievement on the Smarter Balanced Assessment in Mathematics, in Rialto Unified School District in California.  \nA total of 3,273 third, fourth, and fifth grade students were included in the analytic sample of this report. Approximately 50% of students in the sample were female. Half of the students were in fourth grade, 24.4% were in third grade, and 25.6% were in fifth grade. 1  \nWe used Ordinary Least Squares (OLS) regression to examine the association between Math Basecamp use and math achievement. This allowed us to account for variables including student gender, special education status, race, grade level, English language proficiency, attendance, and prior performance on the state math  \nControl Group  \nMath Basecamp Participants (24+ Sessions) Math Basecamp Participants (30+ Sessions)  \n42 44 46 48 50 52 54 56  \nFigure 1. Predicted Percentile of Standardized Student Performance on Smarter Balanced Math Assessments by Treatment Group  \nassessment (Johnson & Wichern 2023) . Next, we used propensity score matching to estimate the average treatment effect of completing the developer’s suggested number of sessions in Math Basecamp (Rosenbaum & Rubin 1983; Raudenbush & Bryk 2002) .  \nOLS results indicated that as the number of completed sessions increases, math achievement scores also increase significantly.  \nPropensity-score matching results indicated that compared to students with zero sessions, completing the recommended number of sessions significantly increases students’ math achievement scores (see Figure 1).  \n1 As detailed in the report, we standardized students’ scores by grade level to allow for comparison of achievement across the analytic sample, and then calculated achievement percentiles.  \nIntroduction  \nThe purpose of this study was t","cbCaifG6lFaKeAbH","https://ap.wps.com/l/cbCaifG6lFaKeAbH","pdf",341631,11,"English","# Executive Summary\n# Introduction\n## Legends of Learning\n## Math Basecamp\n# Research Questions","[{\"question\":\"What was the study’s main purpose regarding Math Basecamp?\",\"answer\":\"To examine the relationship between students’ engagement with Math Basecamp and their math achievement at the elementary level in Rialto Unified School District in California.\"},{\"question\":\"How did the researchers measure the association between Math Basecamp use and achievement?\",\"answer\":\"They used Ordinary Least Squares (OLS) regression to examine associations while accounting for variables such as gender, special education status, race, grade level, English language proficiency, attendance, and prior performance. They also used propensity score matching to estimate average treatment effects compared with students with zero sessions.\"},{\"question\":\"What impact did completing more Math Basecamp sessions have on student scores?\",\"answer\":\"Completing at least 24 sessions significantly increased student scores on California’s Smarter Balanced Mathematics assessment, and the recommended number of sessions significantly increased scores compared to students with zero sessions, with OLS results indicating scores rise as completed sessions increase.\"}]","Legends of Learning: Math Basecamp - Use and Math Achievement in Rialto Unified School District | PDF",1792056392,28]