Ability to Reason (SMP 2) benchmark levels improved linearly across all three time points (d ≈ 0.78) with no significant quadratic trend¶
Claim · All claims
Evidence · 1 study · designr2·q2·i2medium
Currency · newest study 2025 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person · recheck by 2030: baselines and conditions change
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 linear effect of time on Ability to Reason benchmark level was significant (b = 1.41, p = .006; d ≈ 0.78), while the quadratic term was non-significant. → Gage 2025
Evidence¶
Gage 2025¶
Gage, N. (2025). The impact of the Mindsets mathematics program on student engagement, ability to reason, and repeated reasoning. WestEd. https://eric.ed.gov/?id=ED677579
q2 · i2 · design · r2
Three-time-point CLMM on the SMP dataset with polynomial contrasts and a challenge random intercept (SD = 0.579). The quadratic term was non-significant (b = –0.47, SE = 0.56, z = –0.84, p = .40), and Chinn's approximation gave "an estimated d ≈ 0.78."
"The CLMM revealed a significant linear effect of time on achievement level, b = 1.41, SE = 0.51, z = 2.77, p = .006, indicating that students’ Ability to Reason benchmark levels improved across the time points"
Discussion¶
Learner Variables¶
- General Cognitive Ability — outcome: instruction changes it
- Statistical Reasoning — outcome: instruction changes it
Related Claims¶
- Repeated Reasoning (SMP 8) benchmark levels improved linearly across all three time points (d ≈ 0.77) with no significant quadratic trend — related
- Students showed a large, statistically significant pre-to-post improvement in ability to reason (SMP 2) in the Mindsets program (d ≈ 1.20) — related
- Students showed a large, statistically significant pre-to-post improvement in repeated reasoning (SMP 8) in the Mindsets program (d ≈ 1.19) — related
- Students showed a large, statistically significant increase in engagement from pre- to post-intervention in the 5-week Mindsets program (d ≈ 1.11) — related
- Engagement peaked at the middle of the Mindsets program and declined slightly by post-test, showing a significant negative quadratic trend — related
- Quadratic and cubic trends significantly improved the linear model of teacher and student behavior, showing the importance of studying nonlinearity — related
- Non-linear (Goldilocks) effects of expectations and aspirations on outcomes are small and largely non-significant — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
mindsets-smp2-linear-trend |
title |
Ability to Reason (SMP 2) benchmark levels improved linearly across all three time points (d ≈ 0.78) with no significant quadratic trend |
description |
Ability to Reason (SMP 2) benchmark levels improved linearly across all three time points (d ≈ 0.78) with no significant quadratic trend |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2025 |
source_checked |
2026-10-20 |
recheck_by |
2030 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — gage-2025 |
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