Program Description

"Welcome to the most powerful SuccessMaker ever for Grades K-8 reading and math. It does it all to make EVERY student more successful. This is “true” adaptive learning for intervention, differentiation, and personalization. Every student interaction adjusts instruction in real time to real learning needs. SuccessMaker® delivers tutorials, practice, challenge, and remediation. It instantly adjusts pacing and sequencing. It continuously assesses in a natural, unobtrusive way."

Cost

Must contact publisher for pricing.

Intended Population

• Intervention
• Intensified intervention

Grade

• Elementary School
• Middle School

Intended Group Size

• Any

ELL/DLL

• Partial

Multisensory Applications

• Yes

Computer-Based Delivery

• Full

Scripted

• Instructor Scripted

Comprehensive or Skill Specific

• Skill Specific

Placement Tests

• Yes

Accelerated Learning

• Yes

Assessment to Monitor Skills Mastery

• Yes

Error Correction Built In

• Unspecified

Fidelity Measures Provided by Publisher

• Unspecified

Research Summary

Only one peer-reviewed article examining academic outcomes of students using SuccessMaker math was found by the NeMTSS team. The article lacked clarity in several domains (including measures used and experiment setting). Authors reported increased GPA scores for students in group receiving teacher-facilitated computer intervention (SuccessMaker); howver, no student scores improved to passing levels.

Study Citations

Gatti, G. (2011). Pearson SuccessMaker reading efficacy study 2010–11 final report. Pittsburgh, PA: Gatti Evaluation, Inc.

Powell, J. V., Aeby Jr., V. G., Carpenter-Aeby, T. C. (2003). A comparison of student outcomes with and without teacher facilitated computer-based instruction. Computers and Education, 40, 183-191.

Underwood, J. D. M. (2000). A comparison of two types of computer support for reading development. Journal of Research in Reading, 23(2), 136-148.

What Works Clearinghouse (WWC) Report

• No studies met WWC inclusion criteria

Evidence Base (ESSA)

• Qualifying studies found no significant positive outcomes

Evidence-Based Practice (EBP)

• Insufficient evidence