Classroom prior achievement moderates the treatment-implementation relationship: implementation gaps between high- and low-achieving classrooms appear only in the CS condition¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i3 large
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Classroom prior achievement significantly moderated the effect of treatment condition on implementation (β = .47, p = .067). → Desimone and Hill 2017 q3 i? In the CS condition, teachers with high-achieving classes had substantially higher implementation than teachers with low-achieving classes (−0.10 vs. 0.42), while control teachers had roughly equivalent low levels regardless of prior achievement (−0.49 vs. −0.39). → Desimone and Hill 2017 (2)

Evidence¶

Desimone and Hill 2017¶

Laura M. Desimone, Kirsten Lee Hill. (2017). Inside the Black Box: Examining Mediators and Moderators of a Middle School Science Intervention. Educational Evaluation and Policy Analysis. https://doi.org/10.3102/0162373717697842

q3 · i3 · causal · r2

SEM results for Research Question 2: the moderator coefficient β = .47 (p = .067), printed in Table 3 as 0.465*, significant at the .1 level.

"Classroom prior achievement was not signifi- cantly related to implementation but was a sig- nificant moderator of the relationship between treatment condition and implementation (β = .47, p = .067)"

Desimone and Hill 2017 (2)¶

Laura M. Desimone, Kirsten Lee Hill. (2017). Inside the Black Box: Examining Mediators and Moderators of a Middle School Science Intervention. Educational Evaluation and Policy Analysis. https://doi.org/10.3102/0162373717697842

q3 · i? · causal · r2

Figure 4 moderation results, with high and low achievement defined as one standard deviation above and below the mean. Control-group teachers showed roughly equivalent low implementation (−0.49 vs. −0.39); only descriptive means are printed, no effect size.

"However, in the CS condition, teachers with high-achieving classes had substan- tially higher levels of implementation than teach- ers with low-achieving classes (−0.10 vs. 0.42)"

Discussion¶

Learner Variables¶

• Prior Knowledge — moderator: an instructional effect differs with it

Related Claims¶

• Class-level initial reading achievement does not moderate PACT's effect on content knowledge acquisition — related
• Class-level initial background knowledge does not moderate PACT's effect on social studies content knowledge acquisition — related
• Classroom composition (prior achievement, race, socioeconomic status, gender) showed virtually no relationship to exposure to high-quality assignments — related
• Implementation fidelity of cognitive science principles mediates the CS intervention's effect on student achievement, with no significant direct effect remaining — related
• CS-condition teachers had lower content knowledge than control teachers, yet content knowledge was positively related to student achievement — related