The treatment effect of Everyday Mathematics varied significantly across schools (greater than two standard deviations) and districts (greater than one standard deviation) in year one¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2015 · 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? Variation in the EM treatment effect by school was significant, exceeding two standard deviations, and district variation exceeded one standard deviation. → Michael Vaden-Kiernan 2015
Evidence¶
Michael Vaden-Kiernan 2015¶
Michael Vaden-Kiernan, Geoffrey Borman, Sarah Caverly, Nance Bell, Veronica Ruiz de Castilla, and Kate Sullivan. (2015). Preliminary Findings from a Multi-Year Scale-Up Effectiveness Trial of Everyday Mathematics. SREE Spring 2015 Conference Abstract. https://eric.ed.gov/?id=ED562455
q3 · i? · causal · r2
Preliminary year-one ITT analysis of the 48-school cluster-randomized trial; Table 2 prints school-level variance 1.838 (SD 0.883) and district-level variance 1.291 (SD 1.096). The article reports significant treatment-effect heterogeneity across schools and districts.
"The results however do indicate that variation in the treatment effect by school was significant (i.e., greater than two standard deviations) and district variation was greater than one standard deviation."
Discussion¶
Related Claims¶
- School-mean pretest scores strongly predict spring posttest math achievement in the trial's three-level model — related
- Implementation uptake of Everyday Mathematics in treatment schools was low, with only 55% of teachers in year one and 44% in year two implementing the unique and essential components — related
- School-level assignment to Everyday Mathematics does not produce a statistically significant impact on elementary students' math achievement relative to business-as-usual control after one or two years of implementation at scale — related
- School-mean fall GMADE pretest scores strongly predicted spring posttest math achievement in the year-one EM trial — related
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