The proportion of English learners in a class moderated the PACT effect on content knowledge acquisition, with EL/non-EL differences widening as class EL prevalence increased¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? A significant three-way interaction (Intervention × EL × Class % of ELs) on the ASK shows the treatment effect depended on class EL proportion. → Vaughn 2017 q3 i? Regions of significance bounded by 8.8% and 11.48% class EL proportion define where EL/non-EL differences differ between treatment and comparison. → Vaughn 2017 (2)

Evidence¶

Vaughn 2017¶

Vaughn, S., Martinez, L. R., Wanzek, J., Roberts, G., Swanson, E., & Fall, A.-M. (2017). Improving Content Knowledge and Comprehension for English Language Learners: Findings From a Randomized Control Trial. Journal of Educational Psychology, 109(1), 22–34. https://doi.org/10.1037/edu0000069

q3 · i? · causal · r2

Three-level regression on ASK posttest scores in the class-randomized RCT; the three-way interaction coefficient was −.08, p < .01. No effect size is printed for the interaction, so impact is null.

"The significant three-way interaction ( /H9253500 /H11005/H11002.08, p /H11021.01) means that the regression coefficient for the interaction of Intervention and EL, /H9253300 /H110052.35, is conditional on values of Class % of ELs ."

Vaughn 2017 (2)¶

Vaughn, S., Martinez, L. R., Wanzek, J., Roberts, G., Swanson, E., & Fall, A.-M. (2017). Improving Content Knowledge and Comprehension for English Language Learners: Findings From a Randomized Control Trial. Journal of Educational Psychology, 109(1), 22–34. https://doi.org/10.1037/edu0000069

q3 · i? · causal · r2

Probing of the three-way interaction using regions of significance (Bauer & Curran, 2005) along Class % of ELs, bounded by "8.8 and 11.48"; below 8.8% the EL/non-EL gap is smaller in treatment than comparison classes.

"The regions of significance along Class % of ELs are bounded by 8.8 and 11.48. This means that the difference between ELs and non-ELs in treatment classes is significantly smaller than the difference between ELs and non-ELs in comparison classes for"

Discussion¶

Related Claims¶

• The three-way interaction on content-related reading comprehension (MASK) was not statistically significant — related
• English learners scored lower than non-ELs on content knowledge and content reading comprehension in comparison classrooms — related
• Higher proportions of English learners in a class were associated with lower content reading comprehension and general reading comprehension scores — related
• Teachers implemented the PACT components with generally high fidelity, and PACT elements appeared only at low rates in comparison classrooms — related
• The modified PACT treatment improved eighth-grade students' social studies content knowledge acquisition relative to business-as-usual comparison classes (ES = .40) — related
• The modified PACT treatment improved content-related reading comprehension (ES = .20) but not general standardized reading comprehension — related