Four of seven knowledge, attitudes, and values outcomes favor the comparison group, including ethnic identity (effect size -0.19) and both moral reasoning measures, none statistically significant¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2006 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The study reported differences favoring the comparison group on ethnic identity, civic attitudes and participation, and two measures of moral reasoning, with all WWC-calculated effects neither statistically significant nor substantively important. → What Works Clearinghouse 2006

Evidence¶

What Works Clearinghouse 2006¶

What Works Clearinghouse. (2006). WWC Intervention Report: Facing History and Ourselves. U.S. Department of Education. www.facinghistory.org. https://ies.ed.gov/ncee/WWC/InterventionReport/169

q2 · i? · causal · r2

WWC table shows ethnic identity ES -0.19 (improvement index -7), moral reasoning P score ES -0.10 (-4), D score ES -0.07 (-3), all not significant; civic attitudes and participation showed ES +0.16 favoring the program in the table despite the text grouping it with comparison-favoring outcomes.

"The study also reported differences favoring the comparison group on the remaining four outcomes (civic attitudes and participation, ethnic identity, and two measures of moral reasoning)."

Discussion¶

Related Claims¶

• Three of seven knowledge, attitudes, and values outcomes favor Facing History and Ourselves, including relationship maturity (best response) with effect size 0.45, but none remain statistically significant after WWC corrections — related
• Lessons in Character shows no discernible effects on knowledge, attitudes, and values — related
• Improvement indices favor Lessons in Character across all three outcome domains, largest for academic achievement — related
• Facing History and Ourselves shows no discernible effects on student behavior, with self-reported fighting differences neither statistically significant nor substantively important — related
• Lessons in Character shows no discernible effects on student behavior — related
• In the RCT, the average effect across knowledge, attitudes, and values outcomes was substantively important (0.35) but not statistically significant, with several individual outcomes null — related
• The evidence base for Facing History and Ourselves is limited: only one of eight reviewed studies met WWC evidence standards, and it used a quasi-experimental rather than randomized design — related
• One item-level attitude finding, on teachers helping students who need extra help, was statistically significant in the randomized trial — related