English language learner students showed no statistically significant gains on either force and motion or California Standards Test outcomes¶
Claim · All claims
Evidence · 1 study · causalr3·q4
Currency · newest study 2012 · 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.
q4 i? ELL subsample students did not score significantly higher on the ATLAST Test of Force and Motion (effect size = 0.31) or on the physical science reporting clusters of the California Standards Test (effect size = 0.09). → Heller 2012
Evidence¶
Heller 2012¶
Heller, J.I. (2012). Effects of Making Sense of SCIENCE™ professional development on the achievement of middle school students, including English language learners. (NCEE 2012-4002). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. https://eric.ed.gov/?id=ED530414
q4 · i? · causal · r3
Confirmatory analysis for the English language learner subsample of the randomized trial, on both the ATLAST force and motion test (effect size = 0.31, reported in the preceding summary sentence) and the California Standards Test physical science clusters (effect size = 0.09); neither was statistically significant after multiple-comparison adjustment.
"Similarly, intervention group students in neither the full sample (effect size = 0.03) nor the English language learner subsample (effect size =0 .09) scored higher on the physical science reporting clusters of the California Standards Test than did their control group counterparts."
Discussion¶
Related Claims¶
- Special Education and ELL students in the clicker group earned better objective and benchmark test scores — related
- The Making Sense of SCIENCE course produced no statistically significant gains in grade 8 students' science content knowledge in the full sample — related
- Teachers who took the course outscored control teachers on the ATLAST Test of Force and Motion for Teachers (effect size = 0.38) — related
- Teachers who took the course reported significantly higher confidence in their ability to teach force and motion (effect size = 0.49) — related
Page metadata
| Field | Value |
|---|---|
status |
review |
generated |
by process:wiki-ingest on 2026-11-02 |
trust |
unverified — no one has confirmed this page's content |
Frontmatter is the page's machine-readable record — see the Schema & Guide.