COMPUTER-BASED INTEGRATED LEARNING-SYSTEMS IN THE ELEMENTARY AND MIDDLE GRADES - A CRITICAL-REVIEW AND SYNTHESIS OF EVALUATION REPORTS

Currently, schools are investing substantial funds in integrated learning systems (I.L.S.'s)-networked comprehensive basic skills software from a single vendor. Although rational arguments can be made for the effectiveness of I.L.S.'s, districts want-and vendors are supplying-empirical evidence for decisionmaking. This article reanalyzes results reported in thirty evaluations of I.L.S.'s by using a common "effect size" statistic and correcting, where possible, for deficiencies in the original designs and reports. Some studies (including the most widely cited) substantially over-report I.L.S. effectiveness. On average, I.L.S.'s show a moderately positive effect on student achievement. However, the poor quality of most evaluations and the likely bias in what does get reported at all provide too weak a platform for district purchasing decisions.