OpenSciEd classrooms showed greater science achievement growth than non-OpenSciEd classrooms in one district comparison¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? A doctoral dissertation found greater growth in science achievement for OpenSciEd classrooms relative to non-OpenSciEd classrooms, primarily in science rather than math or ELA. → McElhaney 2024

Evidence¶

McElhaney 2024¶

McElhaney, K. W., & Kamdar, D. (2024). Updated summary and synthesis of OpenSciEd research [White paper]. Digital Promise. https://doi.org/10.51388/20.500.12265/231

q2 · i? · review · r2

The review reports, citing Kelly (2023), a comparison of standardized test scores in science, math, and ELA using achievement data from approximately 1,600 students and interviews with 23 teachers in a single district. No effect size is printed, so impact is null.

"The analysis found greater growth in science achievement for the OpenSciEd classrooms relative to the non-OpenSciEd classrooms."

Discussion¶

Related Claims¶

• No significant differences in science learning or attitudes between OpenSciEd and mySci eighth-grade classes in one small comparison — reports the opposite
• Teachers and education leaders differ in which OpenSciEd challenges they prioritize: teachers rate student engagement higher, leaders rate materials adaptation and teacher capacity higher. — related
• The two teacher groups did not differ on released-math tasks; both groups made pretest-to-posttest gains, suggesting math-in-science-context tasks better capture OpenSciEd math reasoning — related