Country of publication moderates multigrade cognitive effects, with a small negative effect only for European studies¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i0 negligible
Currency · newest study 1996 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i0 Country of publication significantly predicted variance in multigrade cognitive effects: small positive effects for United States (d = .05) and Canadian (d = .08) studies and a small negative effect for European studies (d = -.05). → Simon Veenman 1996

Evidence¶

Simon Veenman 1996¶

Simon Veenman. (1996). Effects of multigrade and multi-age classes reconsidered. Review of Educational Research, 66(3), 323-340. https://doi.org/10.2307/1170526

q3 · i0 · quant-synthesis · r2

Between-study analysis of the multigrade cognitive subset (Table 3): United States d = .05 (k = 22), Canada d = .08 (k = 3), Europe d = -.05 (k = 14); Q(2, N = 39) = 17.2, p < .001. Studies from developing countries were excluded as outliers.

"The results of the between-study analysis showed the country of publication to predict a significant amount of variance in effects, Q(2,N = 39) = 17.2, p < .001."

Discussion¶

Related Claims¶

• Grade level moderates multigrade cognitive effects, with a diminishing positive effect from lower to higher grades — related
• Evidence for a selection bias favoring multigrade classes is limited, found explicitly in only 4 of 51 studies — related
• Multi-age classes show no significant cognitive or noncognitive differences from single-age classes — related
• Study quality, publication source, locality, socioeconomic status, years in multigrade classes, and publication year did not significantly predict multigrade cognitive effects — reports the opposite
• Meta-analysis shows no significant difference in cognitive outcomes between multigrade and single-grade classes — a broader claim this one bears on
• Noncognitive outcomes of multigrade classes show essentially zero overall effect after outlier removal — related
• Multigrade classes show negative weighted effects for science and social studies but not English as a foreign language — related
• Estimated learning deficits are smaller in European studies than in studies from the rest of the world — related
• Moderators of teachers' growth mindset effects include publication year, world region, publication status, dimensionality, referent, content, and study quality — related