There was no clear pattern to the relationship between student, teacher, and school characteristics and the effectiveness of the interventions.¶
Claim · All claims
Evidence · 1 study · causalr3·q2
Currency · newest study 2010 · 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.
q2 i? The study found no clear pattern in how student, teacher, and school characteristics related to the effectiveness of the interventions. → James-Burdumy 2010
Evidence¶
James-Burdumy 2010¶
James-Burdumy, S., Deke, J., Lugo-Gil, J., Carey, N., Hershey, A., Gersten, R., Newman-Gonchar, R., Dimino, J., Haymond, K., and Faddis, B. (2010). Effectiveness of Selected Supplemental Reading Comprehension Interventions: Findings From Two Student Cohorts (NCEE 2010-4015). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. http://ies.ed.gov/ncee
q2 · i? · causal · r3
The authors' summary of the first-year findings states "There was no clear pattern to the relationship between student, teacher, and school characteristics and the effectiveness of the interventions." This is the authors' interpretive characterization of the moderation analyses.
"There was no clear pattern to the relationship between student, teacher, and school characteristics and the effectiveness of the interventions."
Discussion¶
Related Claims¶
- Intervention engagement (narratives consumed) showed no clear association with outcome changes — related
- Exploratory subgroup and correlation analyses show mostly no significant differences in benefit or experience scores by child and family characteristics — related
- The impact of FAST did not differ significantly by student subgroups or school characteristics in the RCT — related
- No statistically significant mentoring–retention relationships emerged in districts with any characteristics examined, and subgroup differences exceeding 10 percentage points showed no clear pattern — related
- ITS benefits in mathematics education vary by system design, domain, learner characteristics, intervention intensity, outcome measurement, teacher mediation, and implementation context — a broader claim this one bears on
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
no-clear-pattern-characteristics-and-effectiveness |
title |
There was no clear pattern to the relationship between student, teacher, and school characteristics and the effectiveness of the interventions. |
description |
There was no clear pattern to the relationship between student, teacher, and school characteristics and the effectiveness of the interventions. |
status |
review |
evidence_strength |
weak |
newest_evidence |
2010 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — james-burdumy-2010 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.