Children who engaged in the program at both home and school made significantly more improvement in science learning than children who implemented at school only¶

Claim · All claims
Evidence · 2 studies · 2 causal r1 · q2
Currency · newest study 2023 · not yet checked against its sources · 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.

q2 i? Children who engaged in the program at home and school made significantly more improvement in science learning, relative to children who implemented at school only. → Early Science with Nico and Nor 2022

q2 i? Within intervention classrooms, children randomly assigned to implement the home component improved significantly more in science than children receiving the classroom portion only. → home-gains-1

Evidence¶

Early Science with Nico and Nor 2022¶

Early Science with Nico and Nor. (2022). WGBH Educational Foundation. https://www.wgbh.org

q2 · i? · causal · r?

The program overview reports a comparison between children who engaged in the program at home and school versus children who implemented at school only, stating they "made significantly more improvement in science learning." No sample size, test statistic, or effect size is printed.

"Children who engaged in the program at home and school made significantly more improvement in science learning, relative to children who implemented at school only."

home-gains-1¶

Dominguez, X., Vidiksis, R., Leones, T., Kamdar, D., Presser, A., Bueno, M., & Orr, J. (2023, April). Integrating science, mathematics, and engineering: Linking home and school learning for young learners. Digital Promise. https://doi.org/10.51388/20.500.12265/180

q2 · i? · causal · r1

Linear regressions comparing the randomly assigned home-component subsample of intervention children with a stratified random sample receiving the classroom portion only. The report states the "classroom + home condition" made significantly more science improvement (β = 1.50, p < .05; β = 1.93, p < .004).

"Results from the analyses of science data show a significant difference, with children in the classroom + home condition making significantly more improvement in science learning relative to children in the classroom only condition (β = 1.50, p = < .05 for the Score Gain model and β = 1.93, p = < .004 for the post-test model)."

Discussion¶

Children in classrooms implementing the Early Science with Nico and Nor program made significantly more improvement in science learning than peers in comparison classrooms. — related
Parent Involvement Improves Early Reading — related
Children in intervention classrooms made significantly more improvement in science learning than children in comparison (business as usual) classrooms — related

Page metadata

Field	Value
`type`	`claim`
`id`	`home-and-school-engagement-greater-science-improvement`
`aliases`	`nico-nor-home-component-adds-science-gains`
`title`	`Children who engaged in the program at both home and school made significantly more improvement in science learning than children who implemented at school only`
`description`	`Children who engaged in the program at both home and school made significantly more improvement in science learning than children who implemented at school only`
`status`	`review`
`evidence_strength`	`weak`
`newest_evidence`	`2023`
`generated`	by `process:wiki-ingest` on `2026-10-09`
`trust`	unverified — no one has confirmed this page's content
`sources`	2 — `early-science-with-nico-and-nor-2022`, `home-gains-1`

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