Differentiating curriculum for students above grade level is associated with higher math achievement in 2nd grade only¶

Claim · All claims
Evidence · 1 study · associational r? · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Higher achievement was associated with differentiating curriculum for students above grade level, in 2nd grade only. → Douglas H. Clements 2013

Evidence¶

Douglas H. Clements 2013¶

Douglas H. Clements, Roberto Agodini, Barbara Harris. (2013). Instructional Practices and Student Math Achievement: Correlations from a Study of Math Curricula (Issue Brief). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. https://ies.ed.gov/ncee/

q2 · i? · associational · r?

Correlational finding from the math curricula study, reported as consistent with previous research and restricted to "2nd grade only". No effect size is printed.

"differentiating curriculum for students above grade level (2nd grade only)"

Discussion¶

Related Claims¶

• Between- or within-class homogeneous ability grouping has a small negative effect on low-ability primary students but no effect on other students — the general claim this finding bears on, with the studies behind it
• Three student-centered practices were associated with lower 2nd-grade math achievement — related
• Teachers suggesting specific practices in response to students' work is associated with higher math achievement in 1st grade only — related
• Interactive instruction is more common in classrooms with higher prior achievement; didactic and review are more common in lower-achieving classrooms — related
• Practices associated with higher math achievement gains include both student-centered and teacher-directed practices, though some student-centered practices were associated with lower gains — a broader claim this one bears on