In the aggregate sample, IC effects on standardized outcomes appear in only one content area exam¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2016 · 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.
q3 i? With respect to the general hypothesis, experimental students performed significantly different from controls in only one content area exam. → Portes 2016
Evidence¶
Portes 2016¶
Portes, P. R., Gonzalez Canche, M. S., & Stollberg, R. (2016). Early RCT Findings for ELL Elementary Student Learning Outcomes After a Two-Year Pedagogical Intervention. SREE Spring 2016 Conference. https://eric.ed.gov/?id=ED567010
q3 · i? · causal · r2
OLS analyses of standardized CRCT scores across five content areas (ELA, Math, Reading, Science, Social Studies) for the aggregate sample of 1,527 students. The article reports a significant difference in "one content area exam"; Tables 3 through 6 show non-significant treatment coefficients for Math, Reading, Science, and Social Studies.
"With respect to the general hypothesis, the results indicate that experimental students do perform significantly different from controls in one content area exam (see Table 2 through 6)."
Discussion¶
Related Claims¶
- No differences between IC experimental and control non-ELL students in any content area — related
- Whether strategy instruction works better in authentic content-area tasks is untested, and the one meta-analytic comparison recorded found larger gains in strategic ability in language-arts than in content-area classes — related
- ELL students taught by IC teachers outperform ELL controls in Math (0.147) and Science (0.139), marginal at p<.10 — related
- IC treatment students outperform controls in English Language Arts across the full sample (β = .120, p<.05) — a narrower finding that bears on this claim
- First-grade ELL students taught through traditional small-group instruction significantly outperformed IC-JPA-taught students on math achievement when controlling for initial ability — related
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