The treatment-by-grade interaction indicates treated fifth graders outperformed treated third graders, not that treatment harmed third graders¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The negative Treatment × Third Grade coefficient reflects treated fifth graders consistently outperforming their treated third-grade counterparts (0.12 SD overall; 0.22 SD among ELLs). → Portes 2018

Evidence¶

Portes 2018¶

Portes, P. R., González Canché, M., Boada, D., & Whatley, M. E. (2018). Early Evaluation Findings From the Instructional Conversation Study: Culturally Responsive Teaching Outcomes for Diverse Learners in Elementary School. American Educational Research Journal. https://doi.org/10.3102/0002831217741089

q3 · i? · causal · r2

OLS models with treatment, gender, grade, and two-way interactions (Tables 8 and 9); three-way interactions were not significant and were excluded. The article reports derived contrasts of 0.12 standard deviations (combined sample) and 0.22 (ELL sample) favoring treated fifth graders.

"The negative coeffi- cient for the interaction between treatment and grade remained, which indicates that treated participants in the fifth grade consistently outperformed"

Discussion¶

Related Claims¶

• The ELL ELA gain is driven mainly by fifth-grade female ELL students (β = .342, p<.001) — related
• ELL students taught by IC teachers outperform ELL controls in Math (0.147) and Science (0.139), marginal at p<.10 — related