Observed teacher expectations and developmental appropriateness were more strongly associated with mathematics achievement for African American than non-African American preschoolers¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2017 · checked against its sources 2026-10-24 (automated, 1 of 1 entry) · 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 path from expectations and responsiveness to developmental needs to post mathematics achievement was significant for African American students (b = 0.54, p < .001) but not for non-African American students (b = −0.08, p = .57), and the Wald test of the difference was significant (p < .001). → Schenke 2017
Evidence¶
Schenke 2017¶
Schenke, K., Nguyen, T., Watts, T. W., Sarama, J. H., & Clements, D. H. (2017). Differential effects of the classroom on African American and non-African American’s mathematics achievement. Journal of Educational Psychology, 109(6), 794–811. https://doi.org/10.1037/edu0000165
q3 · i? · causal · r2
Multigroup multilevel mediation (path b) in the TRIAD RCT sample: the African American path was "b = 0.54, p < .001" while the non-African American path was not significant (b = −0.08, p = .57); the Wald test comparing groups was significant (p < .001).
"For African American students, expectations and responsiveness to developmental needs was significantly associated with post mathematics achievement (b = 0.54, p < .001)."
Discussion¶
Learner Variables¶
- Race and Ethnicity — moderator: an instructional effect differs by group
Related Claims¶
- Baseline correlations: teacher confidence and enthusiasm and expectations dimensions correlated with posttest achievement, but support for mathematical discourse did not — related
- Mediation of the intervention's effect via teacher expectations approached significance only for African American students — related
- The intervention raised observed teacher confidence and enthusiasm, with partial mediation via this dimension for African American students only, though the group difference was not significant — related
- Support for mathematical discourse was increased by the intervention but was not significantly associated with post-treatment mathematics achievement for either group — related
- Ethnicity moderates several social-functioning–academic relationships, which are stronger for African American than Caucasian children — a broader claim this one bears on
- The TRIAD intervention raised teachers' observed expectations and responsiveness to developmental needs (b = 0.10, p = .05) — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
expectations-dimension-differential-association-african-american |
title |
Observed teacher expectations and developmental appropriateness were more strongly associated with mathematics achievement for African American than non-African American preschoolers |
description |
Observed teacher expectations and developmental appropriateness were more strongly associated with mathematics achievement for African American than non-African American preschoolers |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2017 |
source_checked |
2026-10-24 |
generated |
by process:wiki-ingest on 2026-10-24 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — schenke-2017 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.