PLI was associated with positive SBAC gains for African American, Hispanic, and Asian elementary students and no negative impact on any ethnic group¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Adjusted spring 2018 SBAC scores showed positive PLI associations for African American, Hispanic, and Asian students, with no negative impact on any ethnic group. → Peters 2018

Evidence¶

Peters 2018¶

Peters, V., Means, B., Langworthy, M., Neufeld, P., Coe, R., Meehan, K., & Smith, S. (2018). Enabling Analytics for Improvement: Lessons from Year 2 of Fresno's Personalized Learning Initiative. Digital Promise. https://digitalpromise.dspacedirect.org/items/f5ad25ac-1bc9-4a05-9a4e-24c25ab19e8d doi:10.51388/20.500.12265/53

q2 · i? · associational · r2

Analysis of spring 2018 SBAC ELA and math scores for elementary students by ethnicity (Figures 3 and 4), adjusted for prior scores and demographics. The report states "it did not have a negative impact on any ethnic group"; no effect sizes are printed. Similar patterns were apparent in middle school grades.

"The PLI is associated with positive gains for African American and Hispanic students as well as for Asian students, and it did not have a negative impact on any ethnic group."

Discussion¶

Learner Variables¶

• Race and Ethnicity — moderator: an instructional effect differs by group

Related Claims¶

• PLI students digitally collaborated significantly more than non-PLI students with the same technology access, and digital collaboration had a small significant association with SBAC scores — related
• PLI students outscored non-PLI peers on adjusted SBAC ELA and math assessments in most tested elementary and middle grades — a broader claim this one bears on
• Students whose teachers attended one or two PLI professional learning courses gained more on SBAC, with larger gains for two sessions than one — related
• HMH Personal Math Trainer use was associated with math gains in grades 4, 5, and 8 but negatively associated in grade 7, and teacher-created assignments showed the strongest association — related