Delayed start during math practice predicts standardized ELA test performance (β=.10 SD, p<.001)¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students' delayed start behavior during math practice is predictive of standardized test performance in English, controlling for prior scores in both subjects. → Jordan Gutterman 2026

Evidence¶

Jordan Gutterman 2026¶

Jordan Gutterman, Ashish Gurung, Lee Branstetter, Kenneth Koedinger, and Vincent Aleven. (2026). Cross-Subject Predictive Validity for Learning Outcomes of Delayed Start Behavior. https://arxiv.org/abs/2606.25308 doi:10.48550/arxiv.2606.25308

q2 · i? · associational · r2

Regression analysis (Equation 1) on iReady log data from 711 grade 7 students, controlling for prior math and ELA state test scores; delayed start minutes during math practice showed an estimated effect of "-.10 SD in ELA" (p<.001 per Table 2).

"The results of the models are presented in Table 2, where each row is the output of a separately estimated regression. For delayed start, the esti- mated effect was -.07 SD in math and -.10 SD in ELA."

Discussion¶

Related Claims¶

• Delayed start during math practice predicts standardized math test performance (β=-.07 SD, p=.02) — related
• Classroom-relativized delayed start shows stronger predictive power and model fit than raw minutes, especially for ELA outcomes — related
• Sensitivity analysis finds outcome gains significant at cut-points below 5 minutes and beyond 13-15 minutes of delayed start in both subjects — related
• Early starters (<5 min delay) show greater outcome growth while chronic delayers (>13 min) show negative trends relative to regular starters — related
• Total time on task in the DLP positively predicts both math and ELA outcomes — related