The OCR program shows a positive differential impact for Kindergarten students relative to other grades¶

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 by grade level (Kindergarten), with a Treatment x Low Grade interaction of 2.56 (SE 0.79, p < .01). → 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 (moderator) analysis within the Year 1 multilevel ITT model. Table 3 prints a Treatment x Low Grade interaction estimate of 2.56 (SE 0.79, **), described as a positive differential impact for Kindergarten students; no standardized effect size is printed for this interaction.

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

Discussion¶

Related Claims¶

• The OCR program shows a positive differential impact for Hispanic students — related
• School-level assignment to the Open Court Reading (Imagine It!) curriculum does not produce a statistically significant impact on elementary students' reading achievement relative to business-as-usual control curricula in either study year — related