Achievement effects accumulated over a third year in schools implementing personalized learning since 2012 or earlier, though not purely additively¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In the 21 schools implementing personalized learning since 2012 or earlier, treatment effects accumulated over time but were not purely additive. → John F. Pane 2015

Evidence¶

John F. Pane 2015¶

John F. Pane, Elizabeth D. Steiner, Matthew D. Baird, Laura S. Hamilton. (2015). Continued Progress: Promising Evidence on Personalized Learning. RAND Corporation. https://www.rand.org/t/RR1365z2 doi:10.7249/rr1365

q2 · i? · causal · r2

Longitudinal analysis (Charts 2–3) of MAP effects for the 21-school subset with three years of data (2012–15); all estimates statistically significant at p < 0.05 after adjustment.

"In this group of schools, we find large and significant positive results for personalized learning, with the treatment effect accumulating over time (although the effect is not purely additive—for example, the two-year effects were not as large as double the one-year effects)."

Discussion¶

Related Claims¶

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• Treatment classrooms used technology far more intensively than control classrooms, whose technology use remained supplemental — related