Correction

This article refers to:

Investigating Efficacy, Moderators and Mediators for an Online Mathematics Homework Intervention

Article title: Investigating Efficacy, Moderators and Mediators for an Online Mathematics Homework Intervention

Authors: Murphy, R., Roschelle, J., Feng, M., & Mason, C.

Journal: The Journal of Research on Educational Effectiveness

Bibliometrics: Volume 13, Number 02, pages 235−270

DOI: http://dx.doi.org/10.1080/19345747.2019.1710885

This article originally published with errors to values present in Table 2. The entire table is reproduced below.

Table 2. Mean and standard deviation of demographic characteristics and prior test scores for all students enrolled in the study schools at the start of the school year and separately for treatment and control group students along with results of tests for group differences.

	All (N = 3,035)		Treatment (N = 1,689)		Control (N = 1,346)		Difference (T-C)
Variables	Mean	(SD)	Mean	(SD)	Mean	(SD)
Male	0.50	0.50	0.51	0.50	0.48	0.50	0.03
IEP status	0.13	0.34	0.13	0.34	0.13	0.34	0
Free/reduced-priced lunch status	0.39	0.49	0.37	0.48	0.42	0.49	–0.05**
Ethnic minority^a	0.08	0.27	0.07	0.25	0.10	0.30	–0.03**
Grade 6 Math (scaled score)^b	644.25	11.20	644.59	10.78	643.83	11.71	0.76
Grade 6 Math (percentile)	54.03	27.40	54.74	26.87	53.13	28.03	1.61
Grade 6 Reading (scaled score)	648.10	11.60	647.94	11.25	648.30	12.04	–0.36
Grade 6 Reading (percentile)	54.99	27.74	54.60	27.48	55.49	28.07	–0.89

Notes: ^aEthnic Minority includes Asians, Blacks and Latinos with Asians representing 25% of the nonwhite sample.

^bNew England Common Assessment Program.

**p < 0.01.