ELL students taught by IC teachers outperform ELL controls in Math (0.147) and Science (0.139), marginal at p<.10¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? ELL students taught by IC teachers performed significantly above ELL controls in Mathematics and Science, with coefficients of 0.147 and 0.139 respectively (p<.10). → 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 models of standardized CRCT Math (Table 8, Treatment 0.147, SE 0.076) and Science (Table 10, Treatment 0.139, SE 0.071) for the ELL subsample across two cohorts. The article reports "The coefficients in Math and Science were 0.147 and 0.139, respectively" at p<.10, a marginal significance level. No standardized effect size is printed.

"The coefficients in Math and Science were 0.147 and 0.139, respectively (p < .10)."

Discussion¶

Learner Variables¶

• English-Learner Status — moderator: an instructional effect differs with it

Related Claims¶

• In the aggregate sample, IC effects on standardized outcomes appear in only one content area exam — related
• ELL students taught by IC teachers outperform ELL control students in English Language Arts by .25 (p<.001) — related
• IC treatment students outperform controls in English Language Arts across the full sample (β = .120, p<.05) — related
• The treatment-by-grade interaction indicates treated fifth graders outperformed treated third graders, not that treatment harmed third graders — related
• First-grade ELL students taught through traditional small-group instruction significantly outperformed IC-JPA-taught students on math achievement when controlling for initial ability — reports the opposite