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To respond, the Gates Foundation supported Lumen Learning in creating Lumen One Introduction to Statistics, pairing culturally responsive interactive courseware with embedded evidence-based teaching (EBT) support. Digital Promise conducted independent research to examine how instructors implement the courseware and how EBT-aligned practices relate to engagement and achievement outcomes. 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Sample Information 45  \nComparability of Classes with and without BASIC Assessment Data 45  \nAppendix B. Development of the BASIC 48  \nIdentifying Learning Outcomes 48  \nReview of Existing Assessments 49  \nPsychometric Properties 50  \nAbout Digital Promise 53  \nAcknowledgements 54  \nExecutive Summary  \nIntroductory statistics is a critical gateway course for numerous college majors, and it frequently poses a significant barrier to degree completion, disproportionately affecting students from backgrounds historically underrepresented in higher education. To address these persistent challenges, the Gates Foundation funded Lumen Learning to develop Lumen One Introduction to Statistics, a courseware product designed to address the needs of all students by replacing traditional textbooks with interactive, culturally responsive content and embedded support for evidence-based teaching (EBT) practices. Concurrently, the foundation asked the nonprofit Digital Promise to conduct independent research examining how instructors implement the courseware and how different instructional practices relate to student outcomes. The project’s theory of change does not treat learning technology as a “silver bullet” that inevitably leads to better outcomes; rather, it posits that improved student engagement and achievement result from the combination of equity-centered courseware and instructor implementation of EBT practices.  \nStudy Design, Samples, Measures, and Implementation Fidelity  \nDigital Promise recruited study participants from 63 introductory statistics classes taught by 32 different instructors across 20 institutions, with sampling priorities that emphasized broad-access institutions serving high proportions of historically marginalized students. Student experience data came from an online survey completed by 1,826 consenting students about two-thirds of the way through the course, and learning was measured through the 32-item Benchmark Assessment for Statistics Introductory Concepts (BASIC), an assessment developed by Digital Promise that was completed by 1,707 students. Institutional records were used to capture course grades and student characteristics. Analyses were structured to produce fair comparisons across classes by using measures of students’ prior achievement to adjust course learning and grade outcomes (i.e., residualized sectionlevel outcomes) .  \nStudent outcome","cbCaisIpXhztvM9W","https://ap.wps.com/l/cbCaisIpXhztvM9W","pdf",2292541,57,"English","# Executive Summary\n## Study Design, Samples, Measures, and Implementation Fidelity\n## Evidence-Based Teaching Strategies, Findings, and Implications\n## Recommendations for Effective Courseware Integration\n# Courseware Initiative Theory of Change\n# Lumen Learning’s Approach to Developing the Courseware\n# Study Samples\n# Student Outcome Measures\n## Affective Engagement\n## Course Grade\n## Learning\n# Courseware Usage Level\n# Courseware Implementation Fidelity\n# Role of Evidence-Based Teaching Practices\n# Characteristics of Classes With the Strongest Affective Engagement\n# Characteristics of Classes With the Strongest Achievement Outcomes","[{\"question\":\"What problem does the report address regarding gateway statistics courses?\",\"answer\":\"It addresses how introductory statistics can prevent degree completion, with disproportionate impact on students from historically underrepresented higher-education backgrounds.\"},{\"question\":\"How did the study measure student learning and engagement?\",\"answer\":\"Learning was measured using the BASIC assessment and course grades, while affective engagement captured students’ liking, perceived value, and success expectations for statistics.\"},{\"question\":\"What does the research say about courseware implementation fidelity?\",\"answer\":\"Implementation fidelity was generally high, with instructors typically requiring core courseware components and students reporting completion for most or all modules, alongside frequent use of instructor-facing features.\"}]","Lessons From Implementing Courseware in Gateway Statistics Courses | PDF",1792050841,144]