The OCR program shows a positive differential impact for Hispanic students¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Subgroup analyses found positive differential impacts of the OCR program for student ethnicity (Hispanic), with a Treatment x Hispanic interaction of 2.70 (SE 1.31, p < .05). → Vaden-Kiernan 2016

Evidence¶

Vaden-Kiernan 2016¶

Vaden-Kiernan, M., Borman, G., Caverly, S., Bell, N., Ruiz de Castilla, V., Sullivan, K., & Fleming, G. (2016). Findings from a Multi-Year Scale-Up Effectiveness Trial of Open-Court Reading (Imagine It!). SREE Spring 2016 Conference. https://eric.ed.gov/?id=ED567512

q3 · i? · causal · r2

Exploratory subgroup analysis within the multilevel ITT model. Table 3 prints a Treatment x Hispanic interaction estimate of 2.70 (SE 1.31, *), while the main Hispanic coefficient is -5.48 (SE 0.99, ***); no standardized effect size is printed for the interaction.

"However, subgroup analyses did find positive differential impacts of the OCR program by grade level (Kindergarten) and student ethnicity (Hispanic)."

Discussion¶

Learner Variables¶

• Race and Ethnicity — moderator: an instructional effect differs by group

Related Claims¶

• Platform treatment effects did not vary across demographic subgroups, suggesting equal benefit regardless of racial background — reports the opposite
• Effects were larger in intervention schools with a higher percentage of economically disadvantaged students or a lower percentage of White students — related
• Exploratory subgroup and correlation analyses show mostly no significant differences in benefit or experience scores by child and family characteristics — related
• The OCR program shows a positive differential impact for Kindergarten students relative to other grades — related