Student subgroup impact differences were rarely statistically significant: six of 288 differences in the second cohort and eight of 360 subgroup analyses in the follow-up year.¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r3 · q3
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Among second-cohort fifth graders, six of 288 differences in student subgroup impacts were statistically significant. → James-Burdumy 2010 q3 i? In the sixth-grade follow-up component, eight of 360 subgroup analyses yielded statistically significant impacts. → James-Burdumy 2010 (2)

Evidence¶

James-Burdumy 2010¶

James-Burdumy, S., Deke, J., Lugo-Gil, J., Carey, N., Hershey, A., Gersten, R., Newman-Gonchar, R., Dimino, J., Haymond, K., and Faddis, B. (2010). Effectiveness of Selected Supplemental Reading Comprehension Interventions: Findings From Two Student Cohorts (NCEE 2010-4015). 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

Section heading for the second-cohort fifth-grade subgroup analyses reports that "SIX OF 288 DIFFERENCES IN STUDENT SUBGROUP IMPACTS ARE STATISTICALL Y SIGNIFICANT"; the great majority of subgroup differences were not significant.

"D. SIX OF 288 DIFFERENCES IN STUDENT SUBGROUP IMPACTS ARE STATISTICALL Y SIGNIFICANT"

James-Burdumy 2010 (2)¶

James-Burdumy, S., Deke, J., Lugo-Gil, J., Carey, N., Hershey, A., Gersten, R., Newman-Gonchar, R., Dimino, J., Haymond, K., and Faddis, B. (2010). Effectiveness of Selected Supplemental Reading Comprehension Interventions: Findings From Two Student Cohorts (NCEE 2010-4015). 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

Section heading for the Cohort 1 follow-up subgroup analyses reports that "EIGHT OF 360 SUBGROUP ANALYSES YIELD STATISTICALLY SIGNIFICANT IMPACTS"; most subgroup analyses were not significant.

"D. EIGHT OF 360 SUBGROUP ANALYSES YIELD STATISTICALLY SIGNIFICANT IMPACTS"

Discussion¶

Related Claims¶

• Teacher-practices subgroup differences were essentially null: none were statistically significant for the second cohort, and five of 60 were significant in the follow-up year. — related
• Impacts of the curricula were not statistically significantly larger after schools had one year of experience using them (Cohort 2 fifth graders). — related
• The four supplemental reading comprehension curricula had no statistically significant impacts on students one year after the end of their implementation (Cohort 1 follow-up in sixth grade). — related
• ReadAbout showed a positive, statistically significant impact (effect size 0.22) on social studies reading comprehension for second-cohort students taught by teachers with one prior year of experience with the curriculum. — related
• After one school year of implementation (first cohort), the curricula produced no statistically significant positive impacts, and four statistically significant negative impacts were observed. — related
• A national evaluation design was produced to assess supplemental reading comprehension programs for fifth-grade students — related
• Ecological inference methods for subgroup analyses yield large design effects — related
• After one year, RSF Cohort 2 students generally performed at the same levels as matched comparison students, with only three statistically significant differences — related
• Project CRISS, ReadAbout, and Read for Real showed no significant impacts on reading comprehension in the study's first year — related