The modified PACT treatment improved eighth-grade students' social studies content knowledge acquisition relative to business-as-usual comparison classes (ES = .40)¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i2 medium
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Students in treatment classes outperformed comparison students on the Assessment of Social Studies Knowledge, with an effect size of ES = .40. → Vaughn 2017

Evidence¶

Vaughn 2017¶

Vaughn, S., Martinez, L. R., Wanzek, J., Roberts, G., Swanson, E., & Fall, A.-M. (2017). Improving Content Knowledge and Comprehension for English Language Learners: Findings From a Randomized Control Trial. Journal of Educational Psychology, 109(1), 22–34. https://doi.org/10.1037/edu0000069

q3 · i2 · causal · r2

Class-randomized within-teacher RCT with 1,629 eighth-grade students in 94 sections; three-level regression models on the ASK. The intervention coefficient was 3.58, p < .01, with a printed effect size of ES = .40. Both ELs and non-ELs in treatment outperformed comparison students.

"For the ASK, the estimated coefficient for Intervention (/H9253010 /H11005 3.58, p /H11021.01, Effect Size (ES) /H11005.40) represents the amount by which the intercept ( /H9253000 /H1100521.74) increases for non-ELs in treatment classes with 10% ELs."

Discussion¶

Related Claims¶

• Teachers implemented the PACT components with generally high fidelity, and PACT elements appeared only at low rates in comparison classrooms — related
• The modified PACT treatment improved content-related reading comprehension (ES = .20) but not general standardized reading comprehension — related
• Class-level initial background knowledge does not moderate PACT's effect on social studies content knowledge acquisition — related
• The proportion of English learners in a class moderated the PACT effect on content knowledge acquisition, with EL/non-EL differences widening as class EL prevalence increased — related
• Class-level initial reading achievement does not moderate PACT's effect on content knowledge acquisition — related
• Teachers implemented some PACT components at medium-high fidelity but struggled with knowledge acquisition and team-based application components — related
• English learners scored lower than non-ELs on content knowledge and content reading comprehension in comparison classrooms — related