Standards 4-6 students assigned to CREST showed a statistically significant multivariate main treatment effect on the joint profile of positive youth development outcomes¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2014 · 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.
q3 i? In the unrestricted multivariate multilevel model, the main treatment effect was statistically significant (γ001 = 0.569, SE = 0.280, t = 2.035, d.f. = 92, p < 0.041), with the treatment indicator explaining an additional 8.52% of classroom-level intercept variance and 12.50% of slope variance. → Krystal M. Hinerman 2014
Evidence¶
Krystal M. Hinerman 2014¶
Krystal M. Hinerman, Darrell M. Hull, Darrell M. Hayes, Marvin G. Evans, Maria L. Reyes. (2014). Childhood Resiliency Effects from Schoolwide Treatment: A Cluster Randomized Trial. SREE Fall 2014 Conference. https://eric.ed.gov/?id=ED562710
q3 · i? · causal · r2
Multivariate hierarchical linear modeling of the cluster-randomized trial for Standards 4-6, with multiple composite outcomes entered simultaneously. The article reports the significant main treatment effect and, per Table 6, 8.52% additional intercept and 12.50% slope variance explained.
"The resulting unrestricted multivariate HLM model's main treatment effect was statistically significant (γ001= 0.569, SE=0.280, t = 2.035, d.f. = 92, p < 0.041) indicating students assigned to a treatment classroom experienced a higher latent multivariate CREST post-test score."
Discussion¶
Related Claims¶
- Post hoc univariate HLM analyses on Standards 4-6 composites revealed no statistically significant treatment effects despite the significant multivariate effect — related
- For Standards 1-3, the omnibus CREST score showed a positive but statistically non-significant treatment effect, and the mirrored Feel composite showed no significant effect — related
- The CREST treatment produced a statistically significant main treatment effect on the Engage composite for Standards 1-3 students in Belize City primary schools — related
- Infant 1 and 2 students showed no statistically significant main or cross-level CREST treatment effects, which the authors attribute to low measurement reliability in ages 4-5 — related
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