1st graders in Amplify Science intervention classrooms significantly outperformed comparison classrooms on science vocabulary in-use (g = 0.46)¶

Claim · All claims
Evidence · 1 study · causal r2 · q4 · i2 medium
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i2 Students in intervention classrooms scored significantly higher on the NGSS-aligned science-vocabulary-in-use assessment, an effect of 0.46 (p < .01). → Harris 2023

Evidence¶

Harris 2023¶

Harris, C. J., Murphy, R., Feng, M., & Rutstein, D. (2023). Supporting science learning and literacy development together: Initial results from a curriculum study in 1st grade classrooms. WestEd. https://eric.ed.gov/?id=ED638494

q4 · i2 · causal · r2

In the same multilevel regression analysis of the randomized trial, the science-vocabulary-in-use effect was "statistically significant (p < .01)" with "an effect size of 0.46," which the authors equate to an 18-percentile-point improvement for the average comparison student.

"The estimated impact on performance on the science-vocabulary-in-use assessment was also statistically significant (p < .01) and corresponds to an effect size of 0.46."

Discussion¶

Related Claims¶

• 1st graders in Amplify Science intervention classrooms significantly outperformed comparison classrooms on an NGSS-focused three-dimensional science learning assessment (g = 0.24) — related
• Amplify Science intervention showed only a small, non-significant effect on a standardized science assessment distal to the NGSS (g = 0.09) — related
• 1st graders in Amplify Science intervention classrooms performed similarly to comparison classrooms on a standardized reading assessment (effect size below 0.01)