The grade-differential pattern replicated in a second school of nominally higher socioeconomic status over two terms¶

Claim · All claims
Evidence · 1 study · design r3 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? A significant (p = 0.040) divergence of Discovery vs course grade distribution from the theoretical 1:1 relationship was found in the new cohort. → Davenport Huyer 2020

Evidence¶

Davenport Huyer 2020¶

Davenport Huyer, L., Callaghan, N. I., Dicks, S., Scherer, E., Shukalyuk, A. I., Jou, M. & Kilkenny, D. (2020). Enhancing senior high school student engagement and academic performance using an inclusive and scalable inquiry-based program. npj Science of Learning 5:17. https://doi.org/10.1038/s41539-020-00076-2

q2 · i? · design · r3

Expansion of Discovery to a second school of lower Learning Opportunities Index (nominally higher aggregate SES) over two terms showed a significant (p = 0.040) divergence of Discovery vs course grades from the 1:1 relationship, consistent with the original cohort's pattern.

"A significant ( p = 0.040) divergence in Discovery vs. course grade distribution from the theoretical 1:1 relationship was found in the new cohort (S1 Appendix, Fig. S1), in keeping with the pattern established in this study."

Discussion¶

Related Claims¶

• Students earn significantly higher grades in the Discovery program than in their regular classroom work — related
• Students who participate in the program across multiple terms improve their Discovery grades over time — related
• An 'Exceeds Expectations' cohort with lower course grades significantly outperformed classmates on Discovery deliverables — related