Practitioners most often name students with disabilities (37.4%) and multilingual learners (31.0%) as groups experiencing equity challenges with OpenSciEd.¶
Claim · All claims
Evidence · 1 study · associationalr1·q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person · recheck by 2029: baselines and conditions change
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? Students with disabilities and multilingual learners were the student groups most frequently identified as experiencing equity challenges with OpenSciEd. → McElhaney 2024
Evidence¶
McElhaney 2024¶
McElhaney, K., Urban, R., Kamdar, D., Baker, A., Tsai, K., and Roschelle, J. (2024). Practitioner-reported Needs for Enacting, Implementing, and Adopting OpenSciEd Curriculum Materials [White paper]. Digital Promise. https://doi.org/10.51388/20.500.12265/215
q2 · i? · associational · r1
Survey of 155 practitioners asked respondents to describe student groups experiencing equity challenges in an open response, recoded into emergent categories. "Students with disabilities (37.4%) and MLs (31.0%) were named with the greatest frequency compared to other student groups."
"Students with disabilities (37.4%) and MLs (31.0%) were named with the greatest frequency compared to other student groups."
Discussion¶
Related Claims¶
- OpenSciEd practitioners' highest-priority needs group into six areas: student engagement, classroom culture, assessment, materials adaptation, planning/reflection time, and teacher capacity. — related
- 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
- High school teachers report more OpenSciEd engagement challenges than middle school teachers, and urban respondents rate challenges as occurring more often than suburban and rural respondents. — related
- Professional learning and other teacher supports are perceived as foundational, addressing root causes of many OpenSciEd practitioner challenges across adoption, enactment, and assessment. — related
- Working-group synthesis identified four crosscutting research themes for OpenSciEd — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
openscied-equity-challenges-swd-and-mls |
title |
Practitioners most often name students with disabilities (37.4%) and multilingual learners (31.0%) as groups experiencing equity challenges with OpenSciEd. |
description |
Practitioners most often name students with disabilities (37.4%) and multilingual learners (31.0%) as groups experiencing equity challenges with OpenSciEd. |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2024 |
recheck_by |
2029 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — mcelhaney-2024 |
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