Informing Change: A Final Research Report on the Findings from the Longitudinal R&D Partnership for Math Equity Project

Authors

H. Colleen Sinclair, Louisiana State University at Baton RougeFollow
Samuel Robison, Louisiana State University at Baton RougeFollow
Youn Kyoung Kim, Louisiana State University at Baton RougeFollow
Stacey R. Terrio, Louisiana State University at Baton RougeFollow
Judith Lee Falgout Rhodes, Louisiana State University at Baton RougeFollow

Document Type

Report

Publication Date

1-29-2026

Abstract

This report covers a three-year partnership between the LSU Social Research and Evaluation Center, East Baton Rouge Parish Schools (EBR Schools), and DreamBox Learning, in which we conducted a longitudinal, multi-method examination of the effectiveness of DreamBox’s tech-based math intervention on EBRPS student performance. The three key research questions – developed with guidance from our Gates Foundation funding partners – are outlined below with abbreviated conclusions. The body of the report provides further detail on the methods, results, and interpretations of our quantitative study. We complement these conclusions with qualitative insights drawn from focus groups with teachers and students.

Comments

This work was supported by the Gates Foundation [Investment ID INV-046378]. The work is part of the Gates Foundation's R+D Partnership for Math Equity program.

Recommended Citation

Sinclair, H. C., Robison, S., Kim, Y., Terrio, S. R., & Rhodes, J. L. (2026). Informing Change: A Final Research Report on the Findings from the Longitudinal R&D Partnership for Math Equity Project. Retrieved from https://repository.lsu.edu/srec_reports/31