Download:
pdf |
pdfEvaluation of Strategies to Address Unfinished
Learning in Math (ReSolve Math Study)
Appendix B
Math Teacher Survey Consent Form and Survey (Spring)
May 2023
ReSolve Math Study
Teacher Survey
Spring 2024/2025/2026
Notice of Confidentiality
Information collected for this study comes under the confidentiality and data protection requirements of the
Institute of Education Sciences (The Education Sciences Reform Act of 2002, Title I, Part E, Section 183). Responses
to this data collection will be used by the U.S. Department of Education, its contractors, and collaborating
researchers only for statistical purposes. Reports will summarize findings across the sample and will not associate
responses with specific school or individual. All of the information you provide may be used only for statistical
purposes and may not be disclosed, or used, in identifiable form for any other purpose except as required by law
(20 U.S.C. §9573 and 6 U.S.C. §151).
Paperwork Reduction Act of 1995
According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of
information unless such collection displays a valid OMB control number. The valid OMB control number for this
information collection is xxxx-xxxx. The approximate time required to complete the survey is estimated to be 25
minutes including time for reviewing instructions, looking for necessary information, and completing questions. If
you have any comments concerning the accuracy of the time estimate or suggestions for improving this form,
please write to: U.S. Department of Education, Institute of Education Sciences, 550 12th Street, SW, Washington,
DC 20202.
2
Dear Teacher:
The ReSolve Math Study is a groundbreaking national study designed to test whether
consistent and intensive use of digital math products as a complement to teacher-led
instruction can accelerate 4th and 5th graders’ math learning. Your participation is voluntary,
but your response is critical for producing valid and reliable data. You may skip any questions
you do not wish to answer; however, we hope that you answer as many questions as you can.
The survey will take about 25 minutes to complete. As a token of appreciation for your time,
you will receive $25 for completing this survey.
Below are the answers to some general questions concerning your participation.
What is the purpose of this survey?
The purpose of this survey is to obtain information about you, your teaching experience, and
your instructional practices. The survey also asks for your perceptions of students’ learning
experience.
Who is conducting this survey?
The ReSolve Math Study was commissioned by the U.S. Department of Education’s Institute of
Education Sciences. The study is being led by MDRC (a nonprofit, nonpartisan research
organization that has been doing work in the education and social policy field since 1974), and
the study survey is being administered by Westat (a research firm with expertise in survey
research and data collection in education and other areas since 1963).
Why should I participate in this survey?
Policymakers and educational leaders rely on findings from studies like this to inform their
decisions on approaches to addressing unfinished learning among students in elementary
school. The current project will fill a critical gap in the research on the consistent use of digital
math products to complement core teacher-led instruction and the best instructional
approaches these products can take in helping students to catch-up.
Will my responses be kept confidential?
Yes. Your responses are protected from disclosure by the policies and procedures required by
the Education Sciences Reform Act of 2002, Title I, Part E, Section 183. The study team will
present the information collected as part of this study in an aggregate form and will not
associate responses to any of the people who participate. We will not provide information that
identifies you or your school to anyone outside the study team except as required by law. Your
3
responses will be used only for statistical purposes. Any willful disclosure of such information
for nonstatistical purposes, without the informed consent of the respondent, is a class E felony.
Will my information ever be used in the future for other studies?
Yes. The study team may share the data we collected from the study with other researchers to
use in their work, but those records will not contain your name or any other information that
could identify you. You are agreeing now to sharing this information for future research
purposes.
What are the benefits to me of being in the survey?
There are no direct benefits to you for participating in the survey. However, you are helping
educators learn how to support students’ math learning.
What are the risks to participation?
There are few risks involved other than accidental disclosure of information. MDRC and Westat
have safeguards in place to ensure respondents’ confidentiality, including restricted access to
survey data and separating identifying information such as teacher and school names from
survey responses. All study team members sign a confidentiality pledge, and all staff with
access to identifiable study data have received clearance from the U.S. Department of
Education and are subject to severe legal consequences for any breach of confidentiality. Any
data that identifies you will be destroyed at the end of the study. If you have any questions
about your rights as a research volunteer, contact the study team at ReSolveMath@mdrc.org or
.
How will my information be reported?
The information you provide will be combined with the information provided by other teachers
in statistical reports. No individual data that links your name, e-mail address, or school with
your responses will be included in the statistical reports.
Thank you for your cooperation in this very important effort!
No, I do not agree to participate
4
ReSolve Math
Teacher Survey
Spring 2024/2025/2026
Section 1. Teaching Assignment
[PROGRAMMER: When piping in the appropriate school years and school year ranges, please consult
the following chart and insert the years according to the cohort that the school is part of and the year
of participation.
Year 1
Year 2
Cohort 1
2023-2024
2024-2025
Cohort 2
2024-2025
2025-2026
For example, when there is a parenthesis like (SY 2023-24/SY 2024-25/SY 2025-26), you would pick ONE
of the ranges based on the cohort and the year of participation]
1-1. This school year (SY 2023-24/SY 2024-25/SY 2025-26), do you teach students in any of the
following grade levels?
01 Grade 4
02 Grade 5
Yes, I teach this level
No, I do not teach this
level
1☐
2☐
1☐
2☐
[PROGRAMMER: If neither Grade 4 nor Grade 5 question were marked “yes” in question 1-1, then skip
to a screen confirming grades selected before exiting the survey.]
1-2. This school year (SY 2023-24/SY 2024-25/2025-26), do you teach mathematics?
01 Yes
02 No
5
[PROGRAMMER: If question 1-2 was marked “no”, then skip to a screen confirming they do not teach
mathematics before exiting the survey.]
6
Section 2. Math Instruction
[PROGRAMMER: For the remainder of the survey, please restore a reference to 4th or 5th grade based
on the respondent’s answers to question 1-1. If the respondent teaches both 4th and 5th grade, restore
4th during Year 1 of the study (SY 2023-24/2024-25) and 5th during Year 2 of the study (2024-25/202526)]
2-1. This school year (SY 2023-24/SY 2024-25/SY 2025-26), how often do you teach [4th / 5th] grade
math?
01
02
03
04
Daily
Every other day (e.g., block schedule)
Once per week
Something else (please describe): [TEXTBOX]
2-2. On average, how long are the [4th / 5th] grade math classes you teach?
Your best estimate is fine. Please report your answer in minutes.
[NUMERIC TEXTBOX] minutes [bound between 1 and 120, inclusive]
2-3. In an average week this school year, how often has your math instruction for a typical [4th / 5th]
grade student you teach focused on:
None or
almost
none of
the time
Less than
half of the
time
About half
of the time
More than
half of the
time
All or
almost all
of the time
01 Below-grade-level-math
content
02 Grade-level-math content
1☐
2☐
3☐
4☐
5☐
03 Above-grade-level-math
content
1☐
2☐
3☐
4☐
5☐
1☐
2☐
3☐
4☐
5☐
7
Section 3. Use of Supplemental Digital Math Products
SUPPLEMENTAL DIGITAL MATH PRODUCTS are computer-based or online programs that provide
students with mathematics instruction or practice, and which are not curriculum materials.
CURRICULUM MATERIALS are instructional materials intended to constitute a full, comprehensive
course of study for a particular subject and grade level.
3-1. The following questions focus on supplemental digital math products your [4th / 5th] grade
students have used this school year (SY 2023-24/SY 2024-25/SY 2025-26), in school and outside of
school hours. Please answer these questions to the best of your awareness.
This school year, have any of your [4th / 5th] grade students used one or more supplemental
digital math products either in school or outside of school?
01 Yes
02 No
03 I don’t know
[PROGRAMMER: If question 3-1 was marked “yes”, then continue; if question 3-1 was marked “no”, skip
to question 3-16; else skip to 4-1]
3-2. This school year (SY 2023-24/SY 2024-25/SY 2025-26), to the best of your awareness, which of the
following supplemental digital math products have at least one of your [4th / 5th] grade students
used, either in school or outside of school?
At least one of my students has used this product
this year
Supplemental digital math products
Yes
No
Not sure
01 Assessment and Learning in Knowledge
Spaces (ALEKS) (McGraw-Hill
Education)
1☐
2☐
3☐
02 BrainPOP
1☐
2☐
3☐
1☐
2☐
3☐
03 Bridges Intervention
04 ck-12
05 DeltaMath
06 Desmos
07 Do The Math (Scholastic/Houghton
Mifflin Harcourt)
08 Dreambox
09 enVision MATH: Diagnosis and
Intervention System (Savvas Learning
Company, formerly Pearson)
1☐
1☐
1☐
2☐
2☐
2☐
3☐
3☐
3☐
1☐
2☐
3☐
1☐
2☐
3☐
1☐
2☐
3☐
8
10 Freckle (Renaissance Learning)
11 Go Math! Intervention
12 Greg Tang Math
13 Illuminations (NCTM)
14 ImagineLearning
15 i-Ready (Curriculum Associates)
16 Istation
17 IXL Math
18 Kahoot!
18 Khan Academy
19 LearnZillion
20 MathXL for School (Savvas Learning
Company, formerly Pearson)
21 MobyMax
22 Reflex
23 Splash Math
24 ST Math
25 Starfall
26 Study Island (Edmentum)
27 SuccessMaker (Savvas Learning
Company, formerly Pearson)
28 XtraMath
29 Zearn
30 Other (please specify): [TEXTBOX]
1☐
2☐
3☐
1☐
2☐
3☐
1☐
1☐
1☐
1☐
1☐
1☐
1☐
1☐
1☐
2☐
2☐
2☐
2☐
2☐
2☐
2☐
2☐
2☐
3☐
3☐
3☐
3☐
3☐
3☐
3☐
3☐
3☐
1☐
2☐
3☐
1☐
2☐
3☐
1☐
2☐
3☐
1☐
1☐
1☐
1☐
2☐
2☐
2☐
2☐
3☐
3☐
3☐
3☐
1☐
2☐
3☐
1☐
2☐
3☐
1☐
2☐
3☐
1☐
2☐
3☐
9
[PROGRAMMER: If question 3-2 indicates any products were used this year, then ask:]
3-3. This school year (SY 2023-24/SY 2024-25/SY 2025-26), to the best of your awareness, did your
[4th / 5th] grade students use the following supplemental digital math product(s) IN SCHOOL?
Select all that apply.
At least one of my students used
this product IN SCHOOL this year
[PROGRAMMER: Pipe in the names of any products selected
‘YES’ in 3-2]
1☐
[PROGRAMMER: If question 3-2 indicates any products were used this year, then ask:]
3-4. This school year (SY 2023-24/SY 2024-25/SY 2025-26), to the best of your awareness, did your
[4th / 5th] grade students use the following supplemental digital math product(s) OUTSIDE OF
SCHOOL?
Select all that apply.
[PROGRAMMER: Pipe in the names of any
products selected ‘YES’ in 3-2]
At least one of my
students used this
product OUTSIDE OF
SCHOOL this year
I do not know if any of
my students used this
product OUTSIDE OF
SCHOOL this year
1☐
2☐
[PROGRAMMER: If question 3-3 indicates products were used IN SCHOOL this year, then ask:]
3-5. Math instructional time includes any time during the school day that is specifically dedicated for
students to learn math. It includes whole class instruction, small group instruction, students
working independently in the classroom, and supplemental instructional periods—such as pull-out
instruction or intervention time—that are dedicated to math. It does not include special periods,
such as computer time, that could be used for instruction in any subject.
When during the school day did your [4th / 5th] grade students typically use the following
supplemental digital math product(s) this school year?
My students typically used this product this year…
[PROGRAMMER: Pipe in responses from 3-3
when the student uses the product IN school]
During math
instructional time
During school time that
is not typically reserved
for math instruction.
1☐
2☐
10
[PROGRAMMER: If question 3-5 indicates products were used during math instructional time, then ask:]
3-6. The next set of questions focuses on the supplemental digital math products that at least one of
your [4th / 5th] grade students used during math instructional time this year (SY 2023-24/SY 202425/SY 2025-26). Please answer these questions to the best of your awareness.
This school year, how many of your [4th / 5th] grade students used the following supplemental
digital math product(s) during math instructional time?
[PROGRAMMER: Pipe in responses from 3-5
when the student uses the product during math
instructional time]
A few
students
Some
students
(1-20%)
(21-40%)
1☐
2☐
About
half of
students
(41-60%)
3☐
Most
students
(61-80%)
4☐
Almost
all or all
students
(81100%)
5☐
[PROGRAMMER: If question 3-5 indicates products were used during instructional time, then ask:]
3-7. For each of the following supplemental digital math products, please think of a typical [4th/ 5th]
grade student who uses it, and indicate how often this typical student used the product during
math instructional time this school year?
[PROGRAMMER: Pipe in
responses from 3-5 when the
student uses the product during
math instructional time]
Less
than
monthly
1☐
Monthly
2-3
times
per
month
Once
per
week
2-4
times
per
week
Every
day
2☐
3☐
4☐
5☐
6☐
[PROGRAMMER: If question 3-7 indicates products were used Once per week, 2-4 times per week, or
Every day, then ask:]
3-8. For each of the following supplemental digital math products, please think of a typical [4th / 5th]
grade student who uses it, and indicate how many MINUTES PER WEEK this typical student used
the product(s) during math instructional time this school year.
Your best estimate is fine.
Minutes per week
[PROGRAMMER: Pipe in responses from
question 3-7, where responses = Once per week,
2-4 times per week, or Every day]
[NUMERIC TEXTBOX]
11
[PROGRAMMER: If question 3-7 indicates products were used Once per week, 2-4 times per week, or
Every day, then ask:]
3-9. For each of the following supplemental digital math products, please think about all the [4th / 5th]
grade students who use it, and indicate how many students stayed on-task while using the
product(s) during math instructional time in a recent typical week.
No
students
[PROGRAMMER: Pipe in
products for which question
3-7 = Once per week, 2-4
times per week, or Every
day. For each product,
display the following items:]
A few
students
Some
students
(1-20%)
(2140%)
2☐
3☐
1☐
About
half of
students
(4160%)
4☐
Most
students
(6180%)
5☐
Almost
all or all
students
(81100%)
6☐
I was
not
present
when
students
used
this
product
7☐
[PROGRAMMER: If question 3-7 indicates products were used Once per week, 2-4 times per week, or
Every day, then ask:]
3-10. Please indicate the reasons why at least one of your [4th / 5th] grade students used the
following supplemental digital math product(s) during math instructional time this school year.
[PROGRAMMER: Pipe in products for which
question 3-7 = Once per week, 2-4 times per
week, or Every day. For each product, display
the following items:]
Yes
No
1☐
2☐
1☐
2☐
1☐
2☐
1☐
2☐
1☐
2☐
Students used [pipe in product name]
because…
01
02
03
04
05
06
… they needed additional instruction
in below-grade-level content
… they needed additional instruction
in on-grade-level content
… they were ready to move ahead to
above-grade-level content
… they needed more practice on a
specific mathematical skill
… the school or district required that
they use it
Other (please specify): [TEXTBOX]
1☐
2☐
12
[PROGRAMMER: If question 3-7 indicates products were used Once per week, 2-4 times per week, or
Every day, then ask:]
3-11. Have you ever participated in any training or professional development (PD) on how to use the
following supplemental digital math products?
[PROGRAMMER: Hover over definition to be displayed on “training or professional development (PD)” in
the stem and response grid headers: “Training or professional development includes live instruction or
recorded videos or demonstrations about how to use the product. It could be required by your school or
district or something you do on your own. It does not include reviewing the user manual, Google
searches, or troubleshooting.”]
[PROGRAMMER: Pipe in products for which
question 3-7 = Once per week, 2-4 times per
week, or Every day. For each product, display
the following items:]
I participated in training
or PD on how to use
this product
I did NOT participate in
training or PD on how
to use this product
1☐
2☐
[PROGRAMMER: If question 3-11 indicates the respondent participated in training for a product, then
ask:]
3-12. Please estimate the number of hours you participated in training or professional development
(PD) on how to use this product.
Your best estimate is fine.
[PROGRAMMER: Hover over definition to be displayed on “training or professional development (PD)” in
the stem and response grid headers: “Training or professional development includes live instruction or
recorded videos or demonstrations about how to use the product. It could be required by your school or
district or something you do on your own. It does not include reviewing the user manual, Google
searches, or troubleshooting.”]
Number of hours of training or PD
[PROGRAMMER: Pipe in products that the
respondent has been trained to use from
question 3-11]
[NUMERIC TEXTBOX] hours
13
[PROGRAMMER: If question 3-7 indicates products were used Once per week, 2-4 times per week, or
Every day, then ask:]
3-13. Please indicate how much you agree with the following statements about the following
supplemental digital math product(s) that at least one of your students used during math
instructional time this year.
[PROGRAMMER: Pipe in products for which
question 3-7 = Once per week, 2-4 times per
week, or Every day. For each product, display
the following items:]
Strongly
disagree
Disagree
Agree
Strongly
agree
01 … is a good use of instructional time
[Programmer: Please include a hover-over
definition for “instructional time”: “Math
instructional time includes any time during
the school day that is specifically dedicated
for students to learn math. It includes
whole class instruction, small group
instruction, students working
independently in the classroom, and
supplemental instructional periods—such
as pull-out instruction or intervention
time—that are dedicated to math. It does
not include special periods, such as
computer time, that could be used for
instruction in any subject.”]
1☐
2☐
3☐
4☐
02 …helps my students access grade level
content
03 …is a good complement to the rest of
my instruction
04 …helps my students shore up essential
math skills
05 .…provides data that help me
individualize instruction for students
1☐
2☐
3☐
4☐
1☐
2☐
3☐
4☐
1☐
2☐
3☐
4☐
1☐
2☐
3☐
4☐
[pipe in product name] …
14
[PROGRAMMER: If question 3-7 indicates products were used Once per week, 2-4 times per week, or
Every day, then ask:]
3-14. During this school year, how often have you used data from the following supplemental digital
product(s) to individualize instruction for your [4th / 5th] grade students?
[PROGRAMMER: Pipe in products
for which question 3-7 = Once per
week, 2-4 times per week, or Every
day.]
Less
than
monthly
1☐
Monthly
2-3
times
per
month
Once
per
week
2-4
times
per
week
Every
day
2☐
3☐
4☐
5☐
6☐
[PROGRAMMER: If question 3-5 indicates that any products were used during math instructional time,
then ask:]
3-15. To what extent have the following factors been a challenge to using supplemental digital math
products with your students this school year?
When answering this question, please consider all of the supplemental digital math products your
[4th / 5th] grade students use during math instructional time this year.
01 Students’ limited technology skills
02 My own limited technology skills
03 Poor Internet connection or bandwidth
04 Lack of availability of computers or
devices for students to use
05 Limited opportunities to participate in
professional development on how to
use supplemental digital math products
06 Lack of alignment between the content
contained in the supplemental product
and the content I need to teach
07 Competing priorities for how
instructional time should be used
08 Challenges with students staying ontask when using supplemental digital
math products
09 Lack of district or school leader support
for using supplemental digital math
products
10 Students don’t like using the available
supplemental digital math products
Not a
challenge
1☐
Minor
challenge
2☐
Moderate
challenge
3☐
Major
challenge
4☐
1☐
2☐
3☐
4☐
1☐
1☐
2☐
2☐
3☐
3☐
4☐
4☐
1☐
2☐
3☐
4☐
1☐
2☐
3☐
4☐
1☐
2☐
3☐
4☐
1☐
2☐
3☐
4☐
1☐
2☐
3☐
4☐
1☐
2☐
3☐
4☐
15
[PROGRAMMER: If question 3-1 was marked “no”, then ask:]
3-16. What are the top three reasons your [4th / 5th] grade students have not used supplemental
digital math products this school year?
01
02
03
04
05
06
07
08
09
10
11
12
13
My students’ limited technology skills
My own limited technology skills
Poor Internet connection or bandwidth
There aren’t enough computers or devices for students to use
I don’t have opportunities to participate in professional development on how to use
supplemental digital math products
I am not able to find supplemental products that are aligned to the content I need to teach
Supplemental digital math products are not a good use of instructional time
Students don’t stay on-task when using supplemental digital math products
My school leader doesn’t support using supplemental digital math products
I don’t have time to figure out how to use supplemental digital math products in my instruction
My school or district does not allow me to use supplemental materials in my math instruction
My students don’t like using the available supplemental digital math products
Another reason that is not listed (please specify)
[PROGRAMMER: If question 3-4 indicates products were used OUTSIDE OF SCHOOL this year, then ask:]
3-17. The next set of questions focuses on the supplemental digital math products that your [4th /
5th] grade students used outside of school this year (SY 2023-24/SY 2024-25). Please answer these
questions to the best of your awareness.
This school year, how many of your [4th / 5th] grade students used the following supplemental
digital math products OUTSIDE OF SCHOOL?
Your best estimate is fine.
[PROGRAMMER: Pipe in
responses from question 3-4,
Column B]
A few
students
Some
students
(1-20%)
(21-40%)
1☐
2☐
About
half of
students
(41-60%)
3☐
Most
students
Almost
all or all
students
(61-80%)
(81100%)
4☐
5☐
I don’t
know
6☐
16
[PROGRAMMER: If question 3-4 indicates products were used OUTSIDE OF SCHOOL this year, then ask:]
3-18. For each of the following supplemental digital math products, please think of a typical [4th/ 5th]
grade student who uses it outside of school, and indicate how often this typical student used the
product outside of school l this school year? Your best estimate is fine.
Less
than
monthly
1☐
[PROGRAMMER: Pipe
in responses from
question 3-4, Column
B]
Monthly
2-3
times
per
month
Once
per
week
2-4
times
per
week
Every
day
I don’t
know
2☐
3☐
4☐
5☐
6☐
7☐
[PROGRAMMER: If question 3-18 equals Once per week, 2-4 times per week, or Every day, then ask:]
3-19. For each of the following supplemental digital math products, please think of a typical [4th /
5th] grade student who uses it outside of school, and indicate how many MINUTES PER WEEK this
typical student used the product OUTSIDE OF SCHOOL?
Your best estimate is fine.
[PROGRAMMER: Pipe in responses from
question 3-17, where responses = Once per
week, 2-4 times per week, or Every day]
Minutes per week
I don’t know
[NUMERIC TEXTBOX]
1☐
17
Section 4. Individualizing Math Instruction
4-1. This section focuses on how you individualized math instruction for the [4th / 5th] grade students
you are teaching this school year (SY 2023-24/SY 2024-25/SY 2025-26). The questions are about
all the sources of information you use in your instruction, not only the information you may
receive from any supplemental digital math products you use.
Were any of the following sources of information about your [4th / 5th] grade students
AVAILABLE to you this school year?
[PROGRAMMER: Randomize the first four response options. Two or three items should remain at the
end of the series: 05/Results from diagnostic tests that measure achievement, possibly 06/progress data
provided by the supplemental digital math products, and 07/Other.]
01 Results from prior-year (SY 2022-23/SY
2023-24/SY 2024-25) grade-level tests
required for accountability purposes
02 Results from assessment materials I
created (e.g., tests, quizzes,
assignments, projects)
03 Results from materials provided as part
of my mathematics curriculum (e.g.,
tests, quizzes, assignments, projects
04 Conversations with parents or guardians
05 Results from diagnostic tests that
measure students’ achievement growth
(e.g., MAP, i-Ready or STAR)
[PROGRAMMER: Include this item only for
teachers who respond that their students use a
supplemental product during math instructional
time in question 3-5]
06 Progress data provided by the
supplemental digital math products your
students use
07 Other (please specify): [TEXTBOX]
This information WAS
available to me
This information WAS
NOT available to me
1☐
2☐
1☐
2☐
1☐
2☐
1☐
2☐
1☐
2☐
1☐
2☐
1☐
2☐
18
[PROGRAMMER: If any data sources in question 4-1 are available, then ask:]
4-2. Of the available sources of information, which have you used to individualize math instruction for
the [4th / 5th] grade students you are teaching this school year?
[PROGRAMMER: Pipe in responses from 4-1]
I used it to
individualize
instruction
I did NOT use it to
individualize
instruction
1☐
2☐
[PROGRAMMER: If more than one data source in question 4-2 is used, then ask:]
4-3. Please rank the usefulness of these data sources when individualizing instruction for the [4th /
5th] grade students you are teaching this school year?
Drag and drop items to indicate their ranked order.
Please rank the most useful source as 1.
[PROGRAMMER: Display data sources used for individualizing instruction from 4-2 to allow respondent
ranking]
19
[PROGRAMMER: If any data sources in question 4-1 are available, then ask:]
4-4. Please consider all of the sources of information about students that are available to you. This
school year, how often did you use any of the sources of information for the following purposes in
your [4th / 5th] grade math instruction?
01 To tailor the content of
instruction to individual
students’ needs, interests,
and/or pace
02 To develop
recommendations for
tutoring or other
educational support
services for particular
students
03 To group students within
my class(es)
04 To offer students extended
learning opportunities
(e.g., extended-day
programs, Saturday classes,
or an extended school
year)
05 To assess students’ prior
knowledge and skills to
facilitate students’
connection to new material
and skill development
06 To set expectations/goals
for students’ achievement
07 To monitor individual
students’ progress and
their understanding of key
concepts
08 To reflect on and discuss
their learning with students
Not at all
1-5 times
a year
Once a
month
or every
other
month
2-3 times
a month
Once a
week or
more
I don’t
know
1☐
2☐
3☐
4☐
5☐
6☐
1☐
2☐
3☐
4☐
5☐
6☐
1☐
2☐
3☐
4☐
5☐
6☐
1☐
2☐
3☐
4☐
5☐
6☐
1☐
2☐
3☐
4☐
5☐
6☐
1☐
2☐
3☐
4☐
5☐
6☐
1☐
2☐
3☐
4☐
5☐
6☐
1☐
2☐
3☐
4☐
5☐
6☐
20
4-5. This school year, how often did you use the following practices with students in your typical [4th
/5th] grade math class?
01 Have students use a variety of learning
materials (e.g., books, computer
software) to accommodate their needs,
interests, and learning pace
02 Have students learn material in
different ways within a single
instructional period (e.g., listening to
me present to the whole class, working
in small groups, working
independently)
03 Have students work on different topics
than their classmates at the same time
1-5
times a
year
Once a
month
or every
other
month
2-3
times a
month
Once a
week or
more
1☐
2☐
3☐
4☐
5☐
1☐
2☐
3☐
4☐
5☐
1☐
2☐
3☐
4☐
5☐
Never
or
almost
never
21
Section 5. Student Engagement in Math Instruction
5-1. This section focuses on the extent to which students were engaged in learning activities during
your math classes this school year (SY 2023-24/SY 2024-25/SY 2025-26).
How many students in your [4th /5th] grade math class(es) typically…
None or
a few
students
(0-20%)
01 … go through their work for math class
and make sure that it’s right
02 … think about different ways to solve a
problem
03 … try to understand their mistakes
when they get something wrong
04 … would prefer to be told the answer
rather than do the work
05 … do more than required in class
About
half of
students
Some
students
(21-40%)
(41-60%)
Most
students
Almost
all or all
students
(61-80%)
(81100%)
1☐
2☐
3☐
4☐
5☐
1☐
2☐
3☐
4☐
5☐
1☐
2☐
3☐
4☐
5☐
1☐
2☐
3☐
4☐
5☐
1☐
2☐
3☐
4☐
5☐
5-2. How many students in your [4th /5th] grade math classes typically…
None or
a few
students
(0-20%)
01 … stay focused
02 … put effort into learning math
03 … keep trying even if something is hard
04 … complete their homework on time
05 … participate in class
Some
students
(21-40%)
About
half of
students
(41-60%)
Most
students
Almost
all or all
students
(61-80%)
(81100%)
1☐
2☐
3☐
4☐
5☐
1☐
2☐
3☐
4☐
5☐
1☐
1☐
1☐
2☐
2☐
2☐
3☐
3☐
3☐
4☐
4☐
4☐
5☐
5☐
5☐
22
5-3. How many students in your [4th / 5th] grade math classes typically…
None or
a few
students
(0-20%)
01 … look forward to math class
02 … enjoy learning new things about
math
03 … want to understand what is learned
in math class
04 … feel frustrated in math class
05 … think math class is boring
Some
students
(21-40%)
About
half of
students
(41-60%)
Most
students
Almost
all or all
students
(61-80%)
(81100%)
1☐
2☐
3☐
4☐
5☐
1☐
2☐
3☐
4☐
5☐
1☐
2☐
3☐
4☐
5☐
1☐
1☐
2☐
2☐
3☐
3☐
4☐
4☐
5☐
5☐
23
Section 6. Perceptions of Intervention Products
[PROGRAMMER: Ask Section 6 only for treatment teachers who indicated their students used Freckle or
i-Ready in school in question 3-3 during Year 2 of data collection.]
6-1. You used [Freckle/i-Ready] as a supplemental digital math product in your math classroom this
school year (SY 2024-25/SY 2025-26). This section focuses on the information and instruction
provided by this product.
This school year, did you notice differences in how [Freckle/i-Ready] operated across students,
beyond the personalization of their pathway?
01 Yes
02 No
[PROGRAMMER: If question 6-4 was marked “yes”, then ask:]
6-2. Please briefly describe any differences you noticed.
[TEXTBOX] DIFFERENCES
[PROGRAMMER: If question 6-4 was marked “yes”, then ask:]
6-3. Did you make any changes to your instruction as a direct result of these differences?
01 Yes
02 No
24
Section 7. About You
[PROGRAMMER: If the respondent completed a baseline survey, then skip Section 7 and go to the exit
screen]
7-1. Now we’d like to learn more about your past teaching experience.
Last year (SY 2022-23/SY 2023-24/SY 2024-25), did you teach 4th or 5th grade mathematics?
01 Yes
02 No
[PROGRAMMER: If question 7-1 was marked “yes” then ask:]
7-2. Last year (SY 2022-23/SY 2023-24/SY 2024-25), did you teach mathematics to the 4th grade, 5th
grade, or both?
01 I taught 4th grade mathematics last year
02 I taught 5th grade mathematics last year
03 I taught both 4th and 5th grade mathematics last year
[PROGRAMMER: For question 7-3 – 7-5, please restore a reference to 4th or 5th grade based on the
respondent’s answers to question 7-2. If the respondent taught both 4th and 5th grade, restore 4th during
Year 1 of the study (SY 2023-24; SY 2024-25) and 5th during Year 2 of the study (SY 2024-25; SY 2025-26)]
7-3. SUPPLEMENTAL DIGITAL MATH PRODUCTS are computer-based or online programs that provide
students with mathematics instruction or practice, and which are not curriculum materials.
CURRICULUM MATERIALS are instructional materials intended to constitute a full, comprehensive
course of study for a particular subject and grade level.
In the [4th / 5th] grade math classes you taught last year (SY 2022-23/SY 2023-24/SY 2024-25), did
your students use one or more supplemental digital math products during the school day?
01 Yes
02 No
03 I don’t know
25
[PROGRAMMER: If question 7-3 is “yes” then ask:]
7-4. In the [4th / 5th] grade math classes you taught last year (SY 2022-23/SY 2023-24/SY 2024-25),
did at least some students use any of the following supplemental digital math products during the
school day?
01 Freckle
02 i-Ready (Curriculum Associates)
03 Other supplemental math product(s)
(please specify): [TEXTBOX]
YES, at least some
students used this
product
1☐
1☐
NO, students did NOT
use this product
2☐
2☐
1☐
2☐
[PROGRAMMER: If there is an affirmative response to 7-4 then ask:]
7-5. For each of the following supplemental digital math products, please think of a typical [4th/ 5th]
grade student who used it, and indicate how often this typical student used the product during
math instructional time last school year (SY 2022-23/SY 2023-24/SY 2024-25)?
Your best estimate is fine.
Supplemental digital math
products
Less
than
monthly
[PROGRAMMER: Pipe in
products used from question 7-4]
1☐
Monthly
2-3
times
per
month
Once
per
week
2-4
times
per
week
Every
day
2☐
3☐
4☐
5☐
6☐
7-6. These final questions are about you and your teaching experience.
Across your entire career, including the current school year (SY 2023-24/SY 2024-25/SY 2025-26),
for how many years have you served as a teacher?
Round to the nearest whole number. Do not include student teaching.
[NUMERIC TEXTBOX] YEARS
26
7-7. In what area(s) are you certified to teach?
01 Elementary education
02 English learners (K-12)
03 Special education
04 Mathematics
05 Other K-12 subject area(s)
Yes, I am certified
No, I am not certified
1☐
2☐
1☐
2☐
1☐
1☐
1☐
2☐
2☐
2☐
[PROGRAMMER: If “other” is indicated in question 7-7 then ask:]
7-8. In what other area(s) are you certified to teach?
[RESPONSE TEXTBOX] SUBJECTS
[PROGRAMMER: If Mathematics was marked “yes” in question 7-7 then ask:]
7-9. Did you have to pass a subject-specific licensure test in mathematics to be certified to teach
mathematics?
01 Yes
02 No
7-10. What is the highest degree you have earned?
01
02
03
04
05
06
High School Diploma or a GED
Associate degree
Bachelor’s degree (examples: BA, BS)
Master’s degree (examples: MA, MAT, MBA, MEd, MS.)
Educational specialist or professional diploma (at least one year beyond master’s level)
Doctorate or first professional degree (examples: PhD, EdD, JD)
[PROGRAMMER: If an Associate degree, Bachelor’s degree, Master’s degree, Educational specialist or
professional diploma, or a Doctorate or first professional degree was marked in question 7-10 then ask:]
7-11. Do you have an undergraduate degree in any of the following?
Select all that apply.
01 Mathematics
02 Education
03 Other
27
[PROGRAMMER: If a Master’s degree, Educational specialist or professional diploma, or a Doctorate or
first professional degree was marked in question 7-10 then ask:]
7-12. Do you have a graduate degree in any of the following?
Select all that apply.
01 Mathematics
02 Education
03 Other
[PROGRAMMER: Ask all respondents who did not complete a baseline survey:]
7-13. Did you participate in a teacher preparation program before becoming a classroom teacher?
01 Yes
02 No
[PROGRAMMER: If Yes was marked in question 7-13 then ask:]
7-14. Which of the following teacher preparation programs did you complete?
Select all that apply.
01 Undergraduate program
02 Post-baccalaureate program
03 Post-baccalaureate alternative certification program (e.g., TFA, TNTP, or a training program run
by your school district)
04 Other (please specify): [TEXTBOX]
28
| File Type | application/pdf |
| File Modified | 2023-05-17 |
| File Created | 2023-05-17 |