Learning conditions predict math grades across racial and socioeconomic groups, with larger associations for FRPL-eligible and Black students¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? FRPL-eligible students were 34% more likely and Black students 35% more likely to earn a B or better when rating learning conditions positively, versus 21% for White students not eligible for FRPL. → Gripshover 2022 q2 i? The relationship between learning conditions and math grades was not moderated by race or by FRPL eligibility. → Gripshover 2022 (2)

Evidence¶

Gripshover 2022¶

Gripshover, S., Londerée, A., Ahuvia, I., Shyjka, A., Kroshinsky, F., Ryan, N., Farrington, C., & Paunesku, D. (2022). Learning Conditions Are an Actionable, Early Indicator of Math Learning. PERTS & University of Chicago Consortium on School Research. https://consortium.uchicago.edu/publication/learning-conditions-are-an-actionable-early-indicator-of-math-learning

q2 · i? · associational · r2

Subgroup analysis of the 2019–20 survey and grade data comparing positive vs. negative learning conditions within demographic groups; the printed percentages are descriptive likelihoods, not standardized effect sizes.

"students who are eligible for Free and Reduced Price Lunch (FRPL) because of their family income were 34% more likely to earn a B or better if they rated learning conditions positively. Additionally, Black students were 35% more likely to earn a B or better if they rated learning conditions positively."

Gripshover 2022 (2)¶

Gripshover, S., Londerée, A., Ahuvia, I., Shyjka, A., Kroshinsky, F., Ryan, N., Farrington, C., & Paunesku, D. (2022). Learning Conditions Are an Actionable, Early Indicator of Math Learning. PERTS & University of Chicago Consortium on School Research. https://consortium.uchicago.edu/publication/learning-conditions-are-an-actionable-early-indicator-of-math-learning

q2 · i? · associational · r2

Moderation test reported in the results text for the same sample; the report prints no test statistic or effect size for the moderation, so impact is null.

"The relationship between learning conditions and math grades was not moderated by race or by qualifying for FRPL vs. not qualifying."

Discussion¶

Learner Variables¶

• Socioeconomic Status — moderator: an instructional effect differs by group

Related Claims¶

• Improvements in learning conditions between October and February predict higher likelihood of a B or better in math the following term — related
• Students rating learning conditions most positively are more than twice as likely to earn a B or better in math than students rating them most negatively — related
• Subgroup analysis indicates notable growth for students from traditionally underserved groups, such as those eligible for free or reduced-price lunch — related
• Among students initially on-track, being male, Black, or Hispanic and attending higher-FRPL schools predict higher odds of falling off track in math — related
• Field trip effects on science achievement are largest for Hispanic students and students qualifying for free or reduced-price lunch — related