First-grade ELL students taught through traditional small-group instruction significantly outperformed IC-JPA-taught students on math achievement when controlling for initial ability¶
Claim · All claims
Evidence · 1 study · causalr1·q2·i2medium
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
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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 i2 When controlling for initial math ability, the comparison group significantly outperformed the IC-JPA treatment group on the Unit 4 math posttest, p = .047, with a near-large effect size np2 = .118. → Hendy 2020
Evidence¶
Hendy 2020¶
Hendy, Elizabeth and Cuevas, Joshua Dr. (2020). The Effects on Instructional Conversations on English Language Learners. Georgia Educational Researcher: Vol. 17 : Iss. 2 , Article 5. https://digitalcommons.georgiasouthern.edu/gerjournal/vol17/iss2/5
q2 · i2 · causal · r1
ANCOVA on Unit 4 math posttest scores with pretest as covariate, comparing two intact first-grade classrooms (treatment n = 20, comparison n = 19). Posttest means: traditional instruction "M = 79.38, SD = 15.85" versus IC-JPA "M = 66.68, SD = 24.58"; the article prints np2 = .118.
"when controlling for initial ability in math, there was a statistically significant difference in growth in math skills, with the comparison group significantly outperforming the treatment group, p = .047. The difference approached the threshold for being considered a large effect size, np2 = .118."
Discussion¶
Related Claims¶
- IC-JPA instruction did not produce a statistically significant difference in correct academic language usage compared to traditional instruction — related
- ELL students taught by IC teachers outperform ELL controls in Math (0.147) and Science (0.139), marginal at p<.10 — reports the opposite
- In the aggregate sample, IC effects on standardized outcomes appear in only one content area exam — related
- Student engagement increased in the IC-JPA treatment group as disengaged behaviors declined over the intervention while remaining constant in the comparison group — related
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