The A4L Lessons Project had no statistically significant impact on students' OAKS Reading/Literature achievement after one, two, or three years of participation¶
Claim · All claims
Evidence · 1 study · causalr2·q4·i0negligible
Currency · newest study 2015 · checked against its sources 2026-10-20 (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.
q4 i0 Differences between treatment and control students on the OAKS after one, two, and three years of program participation were not statistically significant, with effect sizes ranging from -0.03 to 0.05. → 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
q4 · i0 · causal · r2
Confirmatory ITT analyses from a cluster-randomized trial of 32 schools (16 treatment, 16 control) using HLM with baseline covariates. Effect sizes "ranged from -0.03 to 0.05"; the report notes impacts under one-tenth of a standard deviation are not considered meaningful. The printed effect sizes are negligible (coded i0); a non-significant difference shows no detectable impact, not that the true effect is zero.
"The differences between the treatment and control students on the OAKS after one, two, and three years of program participation were not statistically significant. The magnitude of the differences between treatment and control students, as indexed by the effect sizes, ranged from -0.03 to 0.05 and were very small."
Discussion¶
Related Claims¶
- Grade 5 students showed very small, non-significant CCU differences, indicating no reliable A4L impact at that grade level — related
- 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 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
- 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
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
a4l-no-impact-oaks-reading |
title |
The A4L Lessons Project had no statistically significant impact on students' OAKS Reading/Literature achievement after one, two, or three years of participation |
description |
The A4L Lessons Project had no statistically significant impact on students' OAKS Reading/Literature achievement after one, two, or three years of participation |
status |
review |
evidence_strength |
strong |
newest_evidence |
2015 |
source_checked |
2026-10-20 |
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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