All five of the guide's data-use recommendations are supported by low levels of evidence¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2009 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The panel judged that none of the five recommendations has more than low-level evidence supporting a causal claim of improved student achievement. → Hamilton 2009

Evidence¶

Hamilton 2009¶

Hamilton, L., Halverson, R., Jackson, S., Mandinach, E., Supovitz, J., & Wayman, J. (2009). Using student achievement data to support instructional decision making (NCEE 2009-4067). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from https://ies.ed.gov/ncee/wwc/PracticeGuide/12

q2 · i? · review · r2

The panel's synthesis of its literature search: of more than 490 citations, 64 used experimental, quasi-experimental, or single-subject designs, and "only six meet the causal validity standards of the What Works Clearinghouse". The panel reports it "cannot point to rigorous research that proves the practices do im- prove student achievement".

"given the status of the research, the panel does not have compel- ling evidence that these recommendations lead to improved student outcomes. As a result, all of the recommendations are sup- ported by low levels of evidence."

Discussion¶

Related Claims¶

• The guide's recommendations rest on a screened evidence base of 15 studies meeting WWC group design standards drawn from more than 2,800 citations — related
• Implementing the guide's five recommendations together improves students' math achievement, while no component's isolated effectiveness was established — reports the opposite
• No rigorous causal studies of specific turnaround practices existed at the time of the guide — related
• No reviewed study directly compared developmental-progression-guided math instruction with instruction not guided by a progression — related
• Targeted instruction in number and operations improves young children's early math achievement, with a moderate level of supporting evidence — related