Grade 5 students showed very small, non-significant CCU differences, indicating no reliable A4L impact at that grade level¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Differences between treatment and control students in grade 5 were very small and not statistically significant in the CCU analyses. → 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 · i? · causal · r2

Exploratory CCU analyses in 12 schools; Exhibit E-2 prints grade 5 effect sizes of -0.03, -0.06, and 0.09, none statistically significant. No per-contrast effect size beyond these printed values is reported, so impact is null.

"Finally, the differences between the treatment and control students in grade 5 were very small and not statistically significant, indicating the A4L Lessons Project did not have a reliable positive impact for students at this grade level."

Discussion¶

Learner Variables¶

• Age and Developmental Stage — moderator: an instructional effect differs with it

Related Claims¶

• Grade 3 students showed small positive but statistically non-significant CCU impacts across all three study years — related
• 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 — related
• The A4L impact on grade 4 CCU outcomes did not differ significantly between free/reduced-price lunch and non-FRL students — related
• 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 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
• After one school year of implementation (first cohort), the curricula produced no statistically significant positive impacts, and four statistically significant negative impacts were observed. — related
• Impacts on concepts of print outcomes were negative and nonsignificant across the three studies measuring them — related