The Making Sense of SCIENCE course produced no statistically significant gains in grade 8 students' science content knowledge in the full sample¶

Claim · All claims
Evidence · 1 study · causal r3 · q4
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i? After adjusting for multiple comparisons, intervention group students did not score significantly higher than control group students on the ATLAST Test of Force and Motion (effect size = 0.11). → 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

Primary confirmatory analysis of the cluster-randomized trial, using multilevel regression models accounting for nesting of students within teachers and teachers within sampling blocks, with multiple-comparison adjustment. The reported effect size of 0.11 was not statistically significant.

"Intervention group students in neither the full sample (effect size = 0.11) nor the English language learner subsample (effect size = 0.31) scored significantly higher on the ATLAST Test of Force and Motion than did their control group counterparts."

Discussion¶

Related Claims¶

• English language learner students showed no statistically significant gains on either force and motion or California Standards Test outcomes — related
• Teachers who took the course outscored control teachers on the ATLAST Test of Force and Motion for Teachers (effect size = 0.38) — reports the opposite
• Teachers who took the course reported significantly higher confidence in their ability to teach force and motion (effect size = 0.49) — related