The disadvantage from ecologically relevant content is driven by money and social-interaction items in both grades, but food items show the effect only in grade 4¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Separate regressions show significant SES × content interactions for money and social interaction in both grades, and for food in grade 4 only; in grade 8 the food interaction runs in the opposite direction (Exp(B) = 1.15) and is not significant. → Marjolein Muskens 2024

Evidence¶

Marjolein Muskens 2024¶

Marjolein Muskens, Willem E. Frankenhuiss & Lex Borghans. (2024). Math items about real-world content lower test-scores of students from families with low socioeconomic status. npj Science of Learning. https://doi.org/10.1038/s41539-024-00228-8

q3 · i? · associational · r2

Student-level mixed logistic regressions run separately for money, food, and social interaction dummies (Table 1). The article prints Exp(B) = 0.78 for food × SES in grade 4 versus Exp(B) = 1.15 [1.04, 1.28] in grade 8, the latter unmarked for significance. The food result is thus mixed across grades.

"These results indicate that the interaction we found depends specifically on content about money and social interaction in both grade 4 and 8, and on content about food in grade 4 (but not in grade 8)."

Discussion¶

Learner Variables¶

• Domain Context — moderator: an instructional effect differs with it

Related Claims¶

• Items with low-SES ecologically relevant content show Differential Item Functioning to the disadvantage of low-SES students more often than neutral items — a broader claim this one bears on
• The expected performance advantage of ecologically relevant content for low-SES students, predicted by the hidden talents approach, was not found; the opposite pattern emerged — a broader claim this one bears on
• Low-SES students have a lower chance of correctly answering math items with money, food, or social-interaction content than expected given their average math performance — a broader claim this one bears on
• At item level, money and social-interaction content are significantly related to lower odds of correct responding by low-SES students, but food content is not when compared with neutral word problems — related
• Contrary to the hidden-talents hypothesis, low-SES students scored 18% lower on mathematics items of real-world importance — a broader claim this one bears on