Claims

Dual language programs showed uncertain effects on mathematics achievement across two studies

Claim · All claims
Evidence · 1 study · quant-synthesis r1 · q3
Currency · newest study 2023 · 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? The average effect of dual language programs on mathematics achievement was not statistically significant (pooled effect size 0.07, p=0.17). → math-1

Evidence

math-1

What Works Clearinghouse, Institute of Education Sciences, U.S. Department of Education. (2023, December). Dual language programs. https://ies.ed.gov/ncee/wwc/InterventionReport/726

q3 · i? · quant-synthesis · r1

The WWC's mathematics achievement synthesis combines the Steele et al. (2017) trial (effect size 0.08, p=0.18) and the Watzinger-Tharp et al. (2018) cluster quasi-experiment (means 171.33 vs 170.71, effect size 0.06, p=0.67); the pooled summary is "0.07 +3 No (p=0.17)".

"Summary for mathematics achievement: uncertain effects 0.07 +3 No (p=0.17)"

Discussion

Page metadata
Field Value
type claim
id dual-language-programs-uncertain-math-effects
title Dual language programs showed uncertain effects on mathematics achievement across two studies
description Dual language programs showed uncertain effects on mathematics achievement across two studies
status review
evidence_strength weak
newest_evidence 2023
generated by process:wiki-ingest on 2026-10-07
trust unverified — no one has confirmed this page's content
sources 1 — math-1

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