Interactive pedagogy increased nearly half a standard deviation for below-norm students in homogeneous double-dose algebra classes¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? There was almost a half standard deviation increase in the degree to which below-norm students were engaged in interactive pedagogical practices post-policy (coefficient = .45, p < .001). → Takako Nomi and Elaine M. Allensworth 2013

Evidence¶

Takako Nomi and Elaine M. Allensworth 2013¶

Takako Nomi and Elaine M. Allensworth. (2013). Sorting and Supporting: Why Double-Dose Algebra Led to Better Test Scores but More Course Failures. American Educational Research Journal. https://doi.org/10.3102/0002831212469997

q3 · i? · causal · r2

Survey-based models of instructional climate for below-norm students. "almost a half standard deviation increase in the degree to which below-norm students were engaged in interactive pedagogical practices post-policy" — consistent with district reports that teachers felt more comfortable trying new practices with extended time and professional development.

"there was almost a half standard deviation increase in the degree to which below-norm students were engaged in interactive pedagogical practices post-policy (coefficient = .45, p \ .001)"

Discussion¶

Related Claims¶

• Double-dose algebra substantially increased interactive pedagogy for low-skill students (.55 SD, p<.001), unexplained by classroom compositional changes — possibly the same claim (merge candidate)
• Double-dose algebra policy increased academic demand for both high- and low-skill students, with below-norm students' gains not attributable to peer ability changes — related
• The double-dose policy led schools to track algebra classes by entering math skills, making classrooms more homogeneous in ability — related
• Chicago's double-dose algebra policy raised algebra test scores for both low-skill and high-skill students — related
• Extended learning time interventions, including week-long acceleration academies with highly effective teachers and some double-dose math structures, show strong evidence of effectiveness — related
• Between- or within-class homogeneous ability grouping has a small negative effect on low-ability primary students but no effect on other students — related
• Students in active classrooms scored higher on tests of learning than students in passive lectures (0.46 SD higher, P < 0.001) — related
• Algebra failure rates rose post-policy for above-norm students (~3 percentage points) but fell for below-norm students (~4 points); classroom environment and peer ability explained most of the above-norm rise but not the below-norm fall — related
• Below-norm students' algebra test scores improved despite having lower-skill peers post-policy, consistent with additional supports offsetting compositional decline — related
• Evidence that classroom network structure relates to course outcomes under interactive pedagogies is mixed — related