Claims

CPS students performed better on independent district-wide tests administered after the course

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2015 · 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.

q2 i? At school C, the CPS year's class scored 9% better across 12 district-wide conceptual questions, marginally significant. → Docktor 2015

Evidence

Docktor 2015

Docktor, J. L., Strand, N. E., Mestre, J. P., & Ross, B. H. (2015). Conceptual problem solving in high school physics. Physical Review Special Topics - Physics Education Research 11, 020106. https://doi.org/10.1103/PhysRevSTPER.11.020106

q2 · i? · causal · r1

Secondary analysis using school C's district-wide tests developed independently of the study, comparing the CPS year to the previous year's class; the 9% advantage was only marginally significant (p<0.10).

"For the 12 conceptual questions asked in the test, his class for the year using the CPS performed 9% better across the problems [marginally significant, tð11Þ¼ 1.84, p< 0.10; the CPS class also did better on 9 of the 12 problems, also p< 0.10 by a sign test]."

Discussion

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