Grade 4 students in treatment schools scored significantly higher than control students on the CCU Assessments in each of the three study years, with effect sizes from 0.30 to 0.36¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i2medium
Currency · newest study 2015 · checked against its sources 2026-10-13 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i2 In each study year, grade 4 treatment students had significantly higher CCU scores than grade 4 control students, indicating a positive impact on literacy and life skills. → Jonathan Nakamoto 2015
Evidence¶
Jonathan Nakamoto 2015¶
Jonathan Nakamoto, Sandy Sobolew-Shubin, Martin Orland. (2015). The Beaverton School District Arts for Learning (A4L) Lessons Project, An Investing in Innovation (i3) Development Grant: Student Impact Findings from Years 1, 2, and 3. WestEd. https://eric.ed.gov/?id=ED560945
q3 · i2 · causal · r2
Exploratory CCU analyses administered in only 12 schools (six treatment, six control), using HLM with fall CCU pre-test as covariate; Exhibit E-2 shows grade 4 effect sizes of 0.30, 0.36, and 0.31 with *p < .01. The report calls these "small positive program effects."
"In each study year, treatment group students in grade 4 had significantly higher scores than control group students in grade 4, indicating a positive impact of the A4L Lessons Project on students' literacy and life skills as assessed by the CCUs. The effect sizes indexing the differences ranged from 0.30 to 0.36"
Discussion¶
Related Claims¶
- The A4L impact on grade 4 CCU outcomes differed significantly by ELL status in years 1 and 2, with substantially larger effects for ELL students, but not in year 3 — related
- The A4L impact on grade 4 CCU outcomes did not differ significantly between free/reduced-price lunch and non-FRL students — related
- Grade 3 students showed small positive but statistically non-significant CCU impacts across all three study years — related
- Grade 5 students showed very small, non-significant CCU differences, indicating no reliable A4L impact at that grade level — related
- The A4L Lessons Project had no statistically significant impact on students' OAKS Reading/Literature achievement after one, two, or three years of participation — related
- No significant differential treatment effects by prior (Grade 4) achievement level or gender; the Grade 4 Level 3 subgroup difference was marginal (p = .053) — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
a4l-grade4-ccu-significant-impact |
title |
Grade 4 students in treatment schools scored significantly higher than control students on the CCU Assessments in each of the three study years, with effect sizes from 0.30 to 0.36 |
description |
Grade 4 students in treatment schools scored significantly higher than control students on the CCU Assessments in each of the three study years, with effect sizes from 0.30 to 0.36 |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2015 |
source_checked |
2026-10-13 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — jonathan-nakamoto-2015 |
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