The intervention had a positive impact on Year 1 mathematics achievement of about four weeks of learning, with a similar but non-significant Year 2 impact and no significant reading/ELA impact in either year¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2–r3 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In Year 1 the intervention positively impacted mathematics achievement by about four weeks of learning; the Year 2 impact was similar in magnitude but not statistically significant. → Garet 2017 q3 i? The intervention did not have a statistically significant impact on reading/ELA achievement in either year. → Garet 2017 (2)

Evidence¶

Garet 2017¶

Garet, M.S., Wayne, A.J., Brown, S., Rickles, J., Song, M., and Manzeske, D. (2017). The Impact of Providing Performance Feedback to Teachers and Principals (NCEE 2018-4001). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. http://ies.ed.gov/ncee

q3 · i? · causal · r3

Student achievement impact analysis in the randomized experiment covering grades 4–8 reading/ELA and mathematics; the report describes the Year 1 mathematics gain as "about four weeks of learning" and notes the Year 2 estimate was not statistically significant.

"In Year 1, the intervention had a positive impact on students' achievement in mathematics, amounting to about four weeks of learning. In Year 2, the impact on mathematics achievement was similar in magnitude but not statistically significant."

Garet 2017 (2)¶

Garet, M.S., Wayne, A.J., Brown, S., Rickles, J., Song, M., and Manzeske, D. (2017). The Impact of Providing Performance Feedback to Teachers and Principals (NCEE 2018-4001). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. http://ies.ed.gov/ncee

q3 · i? · causal · r2

Null reading/ELA achievement result from the same two-year randomized experiment; no statistically significant impact in either year, and equivalence was not tested.

"The intervention did not have a statistically significant impact on reading/English language arts achievement in either year."

Discussion¶

Related Claims¶

• The feedback intervention raised students' mathematics achievement in Year 1 by about four weeks of learning, with a similar but non-significant cumulative effect in Year 2 and no significant reading/ELA effect in either year — possibly the same claim (merge candidate)