Cohort 1 cross-sectional effects in years 2 and 3 were mixed: significant without pretest control (ES = 0.36) but not significant with it (ES = 0.23, 0.24)¶

Claim · All claims
Evidence · 1 study (3 entries) · causal r2 · q3 · i1 small
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 In model 2np, Treatment 1.2 significantly outperformed Control 2.1 by about 2.6 points when only teaching experience was controlled (ES = 0.36). → Irving 2016 q3 i1 In model 2p, with pretest controlled, the treatment group did not significantly outperform the control group, though a modest effect size (ES = 0.23) remained. → Irving 2016 (2) q3 i1 In year 3, model 3p was not significant (ES = 0.24) while model 3np approached significance (p = .080, ES = 0.37). → Irving 2016 (3)

Evidence¶

Irving 2016¶

Irving, K. E., Pape, S. J., Owens, D. T., Abrahamson, L., Silver, D., & Sanalan, V. A. (2016). Classroom Connectivity and Algebra 1 Achievement: A Three-Year Longitudinal Study. Journal of Computers in Mathematics and Science Teaching, 35(2), 131-151. https://eric.ed.gov/?id=EJ1095322

q3 · i1 · causal · r2

Cross-sectional HLM (model 2np) comparing Treatment 1.2 with Control 2.1, controlling for years of teaching experience only. The article reports the printed effect size ES = 0.36, p = .044, γ01 = 2.59, and teaching experience significant (γ02 = 0.22, p = .018).

"the treatment group significantly outperformed the control group (p = .044; ES = 0.36) by approximately 2.6 points in this model (γ01 = 2.59)."

Irving 2016 (2)¶

Irving, K. E., Pape, S. J., Owens, D. T., Abrahamson, L., Silver, D., & Sanalan, V. A. (2016). Classroom Connectivity and Algebra 1 Achievement: A Three-Year Longitudinal Study. Journal of Computers in Mathematics and Science Teaching, 35(2), 131-151. https://eric.ed.gov/?id=EJ1095322

q3 · i1 · causal · r2

Cross-sectional HLM (model 2p) comparing Treatment 1.2 with Control 2.1 with pretest and teaching experience controlled. The article reports the printed effect size ES = 0.23, p = .154, γ01 = 1.27, and teaching experience significant (γ02 = 0.14, p = .020).

"the treatment group did not significantly outperform the control group although a modest effect size is consistent with the effect found in the other models (p = .154; ES = 0.23)."

Irving 2016 (3)¶

Irving, K. E., Pape, S. J., Owens, D. T., Abrahamson, L., Silver, D., & Sanalan, V. A. (2016). Classroom Connectivity and Algebra 1 Achievement: A Three-Year Longitudinal Study. Journal of Computers in Mathematics and Science Teaching, 35(2), 131-151. https://eric.ed.gov/?id=EJ1095322

q3 · i1 · causal · r2

Cross-sectional HLM (model 3np) comparing Cohort 1 teachers' third-year connected classrooms with Control 2.1 without the pretest covariate. The article reports the printed effect size ES = 0.37, stronger than model 3p (ES = 0.24, p = .198) with the pretest included.

"the effect of treatment approached significance (p = .080) with the treatment group students outperforming the control group by about 2.65 points."

Discussion¶

Related Claims¶

• CCT with professional development outperforms graphing-calculator-only instruction on algebra 1 achievement across three years, with effect sizes from 0.19 to 0.37 — a broader claim this one bears on
• In year 1, CCT treatment classrooms significantly outperformed control classrooms on the algebra posttest (ES = 0.30) — related
• In the year 3 longitudinal comparison, the CCT effect was not significant with pretest controlled (ES = 0.13) but significant without it (ES = 0.19) — related
• Longitudinal comparison of Cohort 2 teachers' year 2 CCT classrooms against their own year 1 control classrooms shows significant improvement (ES = 0.20) — related