Claims

Personalized learning effects tended to be larger in elementary grades and were not statistically significant in high school grades

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

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? Achievement effects of personalized learning tended to be larger in elementary grades and were not statistically significant in high school grades. → 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

Grade-level subgroup analysis of the two-year MAP matched-comparison results across the 62 schools; the report states effects "tended to be larger in the elementary grades and were not statistically significant in the high school grades."

"There were positive results across all grade levels, although the effects tended to be larger in the elementary grades and were not statistically significant in the high school grades."

Discussion

Page metadata
Field Value
type claim
id pl-effects-larger-elementary-nonsignificant-high-school
title Personalized learning effects tended to be larger in elementary grades and were not statistically significant in high school grades
description Personalized learning effects tended to be larger in elementary grades and were not statistically significant in high school grades
status review
evidence_strength moderate
newest_evidence 2015
generated by process:wiki-ingest on 2026-10-14
trust unverified — no one has confirmed this page's content
sources 1 — john-f-pane-2015

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