At-risk first graders receiving Fusion showed significantly greater gains than control peers on the proximal conceptual-understanding measure ProFusion, with a large effect¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i3 large
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Randomly assigned Fusion students gained significantly more than control students on ProFusion (estimate = 12.9, p = .015, Hedges's g = 0.82). → Ben Clarke 2014

q3 i3 Fusion students' gain scores on the ProFusion proximal conceptual-understanding measure were significantly greater than control students' gains (g = 0.82). → Clarke 2014

Evidence¶

Ben Clarke 2014¶

Ben Clarke, Christian T. Doabler, Mari Strand Cary, Derek Kosty, Scott Baker, Hank Fien, and Keith Smolkowski. (2014). Preliminary Evaluation of a Tier 2 Mathematics Intervention for First-Grade Students: Using a Theory of Change to Guide Formative Evaluation Activities. School Psychology Review, 43(2), 160-177. https://eric.ed.gov/?id=ED567775

q3 · i3 · causal · r2

Pilot randomized block trial in nine schools: 89 at-risk first graders randomly assigned to Fusion (n = 44) or standard district practice (n = 45); groups did not significantly differ on any demographic characteristics or pretest outcome measures. The Condition-by-Time interaction showed "p = .015, Hedges's g = 0.82".

"The treatment group had statistically significantly greater gains on our proximal measure of conceptual understanding, ProFu- sion, compared with control participants (esti- mate = 12.9, p = .015, Hedges's g = 0.82), corresponding to a large effect."

Clarke 2014¶

Clarke, B., Doabler, C. T., Strand Cary, M., Kosty, D., Baker, S., Fien, H., & Smolkowski, K. (2014). Preliminary Evaluation of a Tier 2 Mathematics Intervention for First-Grade Students. School Psychology Review, 43(2), 160-177. https://www.nasponline.org/journals/spr

q3 · i3 · causal · r2

Randomized block pilot trial in nine schools: 89 at-risk first graders randomly assigned to Fusion (n = 44) or standard district practice (n = 45); random-effects models compared Condition-by-Time gains. The article reports a large effect on ProFusion with Hedges's g = 0.82 (p = .015).

"The treatment group had statistically significantly greater gains on our proximal measure of conceptual understanding, ProFu- sion, compared with control participants (esti- mate /H1100512.9, p /H11005.015, Hedges's g /H110050.82), corresponding to a large effect."

Discussion¶

Related Claims¶

• The Year 3 pilot is a randomized control trial assigning at-risk first graders within schools to FUSION or at-risk control, with an additional average control condition — a broader claim this one bears on
• Fusion produced no statistically significant gains on proximal procedural fluency (EN-CBM) or distal (SAT-10) measures, though effect sizes were small and positive — related