UEPC identified associations between teachers’ goals for students’ math software use and teachers’ perceptions of the value of software, in partnership with STEM Action Center.
Reports and Briefs
In this study, the Utah Education Policy Center provides evidence that students who are low-income use math personalized learning software for less time than students who are not low-income, with the gap in usage increasing in magnitude after the soft closure of Utah’s schools in March 2020. The benefits of usage were similar for students regardless of low-income status.
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