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The purpose of this quasi-experimental study was to compare the effects of new developmental statistics-based courses to traditional algebra-based developmental courses. The study used extant data from eight institutions and a matched sample of 2,041 students (Treatment, N = 748; Comparison, N = 1,293). All students enrolled in a treatment or comparison course in the 2017-18 school year and had not declared science, technology, engineering or math (STEM) majors. After adjusting for covariates, evidence was found that treatment courses positively influenced whether students passed developmental math ([beta]= 0.083, p<0.001). Seventy-seven percent of treatment students passed developmental math compared to sixty-nine percent of comparison students who did. Treatment students were also more likely to enroll in a subsequent credit-bearing math course than comparison students ([beta]= 0.141, p<0.001). Forty-nine percent of treatment students enrolled in credit-bearing math, relative to 34 percent of comparison students who did. Once enrolled in a credit-bearing math course, treatment students successfully passed at similar rate as comparison students (p=0.601). Taking the treatment or comparison course did not significantly predict whether students remained continuously enrolled and/or graduated during the study (p=0.711). The study concluded that the treatment courses facilitated students' ability to pass developmental math and enroll in credit-bearing math courses.

This is the technical appendices for the report, "Supporting English Learners through Technology: What Districts and Teachers Say about Digital Learning Resources for English Learners." Five appendices are included. The appendices are: (1) Methodology; (2) District Context and Teacher Background; (3) Supplemental Exhibits; (4) Data Collection Instruments; and (5) Digital Learning Resource Matrix and Digital Support Features Matrix. [For the full report, see ED600461.]

In the 2015-16 school year, there were 4.8 million English learners (ELs) students in grades K-12 in U.S. public schools, accounting for 10 percent of all enrolled students (U.S. Department of Education 2018). Over school years 2009-10 to 2014-15, 32 states saw increases in their EL student enrollments, and for five of those states, the increases were over 40 percent (U.S. Department of Education 2017a). Also, over the past decades, teachers have gained increased access to digital technologies for instruction (U.S. Department of Education 2017b). For example, as of 2009, almost every public school (98 percent) had internet access and almost all teachers (97 percent) had one or more computers in their classrooms (Gray, Thomas, and Lewis 2010a, 2010b). Many teachers report using Digital Learning Resources (DLRs) to enhance and differentiate their students' language and content area instruction. This report describes data collected in school year 2016-17 to learn about the use of DLRs in instructing EL students through a nationally representative survey of districts that enrolled EL students and a teacher survey that included mainstream teachers of EL students and EL specialists. The teacher sample was not nationally representative and those results should be interpreted with caution. The study included six case studies to provide illustrative vignettes and practitioner comments. [For the technical appendices, see ED600462.]