Claims

On the final exam, interleaving reduced gaps for URM students, first-generation students, students with lower mother's education, and students with weaker high school mathematics preparation

Claim · All claims
Evidence · 1 study (4 entries) · causal r2 · q2 · i1–i2
Currency · newest study 2026 · 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.

q2 i2 The Homework Type × URM Status interaction was significant on the final exam (β = 0.22, p < 0.05), with URM students going from below average in the blocked condition to above average in the interleaved condition. → Steve Bennoun 2026 q2 i2 The Homework Type × First-generation status interaction was significant (β = 0.26, p < 0.05), reversing the gap so first-generation students outperformed continuing-generation students under interleaving. → Steve Bennoun 2026 (2) q2 i1 The Homework Type × Mother Education interaction was significant (β = −0.11, p < 0.01), with interleaving disproportionately helping students whose mothers have lower education. → Steve Bennoun 2026 (3) q2 i2 The Homework Type × High school math interaction was significant (β = −0.29, p < 0.001), with interleaving particularly supporting students with weaker high school mathematics preparation. → Steve Bennoun 2026 (4)

Evidence

Steve Bennoun 2026

Steve Bennoun, Veronica X. Yan, & Alice Xu. (2026). Mixing problems increases performance of all students but especially of low-achieving ones in college calculus. npj Science of Learning. https://doi.org/10.1038/s41539-026-00450-6

q2 · i2 · causal · r2

Regression analysis of final exam grades with Homework Type × URM Status interaction (Table 3). The article reports β = 0.22* [0.01, 0.42], stating "interleaving largely reduced the gap for stu- dents from historically minoritized backgrounds", significant after controlling for other predictors including midterm score.

"interleaving largely reduced the gap for stu- dents from historically minoritized backgrounds (Fig.4A), reversed the gap between first generation and continuing generation college students"

Steve Bennoun 2026 (2)

Steve Bennoun, Veronica X. Yan, & Alice Xu. (2026). Mixing problems increases performance of all students but especially of low-achieving ones in college calculus. npj Science of Learning. https://doi.org/10.1038/s41539-026-00450-6

q2 · i2 · causal · r2

Regression analysis of final exam grades with Homework Type × First-generation status interaction (Table 3). The article reports β = 0.26* [0.05, 0.47] and says interleaving "reversed the gap between first generation and continuing generation college students", significant after controlling for other predictors.

"interleaving largely reduced the gap for stu- dents from historically minoritized backgrounds (Fig.4A), reversed the gap between first generation and continuing generation college students"

Steve Bennoun 2026 (3)

Steve Bennoun, Veronica X. Yan, & Alice Xu. (2026). Mixing problems increases performance of all students but especially of low-achieving ones in college calculus. npj Science of Learning. https://doi.org/10.1038/s41539-026-00450-6

q2 · i1 · causal · r2

Regression analysis of final exam grades with Homework Type × Mother Education interaction (Table 3). The article reports β = −0.11** [−0.19, −0.04], and says interleaving "disproportionately helped students’whose mothers have a lower education improve their grades".

"disproportionately helped students’whose mothers have a lower education improve their grades (Fig. 4C), and particularly supported stu- dents who had a weaker high school mathematics preparation (Fig. 4D)."

Steve Bennoun 2026 (4)

Steve Bennoun, Veronica X. Yan, & Alice Xu. (2026). Mixing problems increases performance of all students but especially of low-achieving ones in college calculus. npj Science of Learning. https://doi.org/10.1038/s41539-026-00450-6

q2 · i2 · causal · r2

Regression analysis of final exam grades with Homework Type × High school math interaction (Table 3). The article reports β = −0.29*** [−0.46, −0.12], and says interleaving "particularly supported stu- dents who had a weaker high school mathematics preparation".

"disproportionately helped students’whose mothers have a lower education improve their grades (Fig. 4C), and particularly supported stu- dents who had a weaker high school mathematics preparation (Fig. 4D)."

Discussion

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