Amplify Science intervention showed only a small, non-significant effect on a standardized science assessment distal to the NGSS (g = 0.09)¶
Claim · All claims
Evidence · 1 study · causalr3·q4·i0negligible
Currency · newest study 2023 · not yet checked against its sources · 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 Intervention students slightly outperformed comparison students on the standardized Iowa science assessment, but the difference was not statistically significant (g = 0.09, p > .60). → 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 · i0 · causal · r3
In the randomized trial's multilevel analysis, the standardized science assessment distal to NGSS showed "a small positive effect size of 0.09" that the authors characterize as negligible and "not statistically significant."
"We observed a small positive effect size of 0.09 on the standardized Iowa assessment for science, although the mean difference in scores between students in intervention and comparison classrooms was not statistically significant (p > .60)."
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
- 1st graders in Amplify Science intervention classrooms significantly outperformed comparison classrooms on science vocabulary in-use (g = 0.46) — related
- 1st graders in Amplify Science intervention classrooms performed similarly to comparison classrooms on a standardized reading assessment (effect size below 0.01) — related
- Empathy's association with student outcomes, especially cognitive achievement, is weakest and largely non-significant — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
amplify-science-no-significant-standardized-science-effect |
title |
Amplify Science intervention showed only a small, non-significant effect on a standardized science assessment distal to the NGSS (g = 0.09) |
description |
Amplify Science intervention showed only a small, non-significant effect on a standardized science assessment distal to the NGSS (g = 0.09) |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2023 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — harris-2023 |
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