In an article published in an open-access journal, (Pennebaker et al. "PLoS One," 8(11), e79774, 2013) reported that an innovative computer-based system that included daily online testing resulted in better student performance in other concurrent courses and a reduction in achievement gaps between lower and upper middle-class students. This article has had high impact, not only in terms of citations, but it also launched a multimillion-dollar university project and numerous synchronous massive online courses (SMOCs). In this study, I present a closer look at the data used in the Pennebaker et al. study. As in many cases of false claims, threats to internal validity were not adequately addressed. Student performance increases in other courses can be explained entirely by selection bias, whereas achievement gap reductions may be explained by differential attrition. It is hoped that the findings reported in this paper will inform future decisions regarding SMOC courses. More importantly, our field needs watchdogs who expose such unsupported extravagant claims--especially those appearing in pay-to-publish journals.