Students rating learning conditions most positively are more than twice as likely to earn a B or better in math than students rating them most negatively¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students averaging in the Strongly Agree range across learning conditions are more than two times as likely to earn a B or better in math than students in the Strongly Disagree range. → Gripshover 2022 q2 i? Each increment in the composite learning conditions score is associated with 6% more students earning A's and B's, on average. → Gripshover 2022 (2)

Evidence¶

Gripshover 2022¶

Gripshover, S., Londerée, A., Ahuvia, I., Shyjka, A., Kroshinsky, F., Ryan, N., Farrington, C., & Paunesku, D. (2022). Learning Conditions Are an Actionable, Early Indicator of Math Learning. PERTS & University of Chicago Consortium on School Research. https://consortium.uchicago.edu/publication/learning-conditions-are-an-actionable-early-indicator-of-math-learning

q2 · i? · associational · r2

Observational analysis of survey and grade data from over 4,000 U.S. 8th–12th graders collected October–March of 2019–20. The report states students in the “Strongly Agree” range were “more than two times as likely to earn a B or better” than those in the “Strongly Disagree” range; no standardized effect size is printed.

"Students who average in the “Strongly Agree” range across all learning conditions—indicating strongly positive learning conditions—are more than two times as likely to earn a B or better in math that term compared with students in the “Strongly Disagree” range."

Gripshover 2022 (2)¶

Gripshover, S., Londerée, A., Ahuvia, I., Shyjka, A., Kroshinsky, F., Ryan, N., Farrington, C., & Paunesku, D. (2022). Learning Conditions Are an Actionable, Early Indicator of Math Learning. PERTS & University of Chicago Consortium on School Research. https://consortium.uchicago.edu/publication/learning-conditions-are-an-actionable-early-indicator-of-math-learning

q2 · i? · associational · r2

Figure 1 caption reporting the per-increment association between the composite learning conditions score and the percent of students earning A's or B's in math; descriptive, no test statistic printed.

"Each increment in the composite score is associated with 6% more students earning A’s and B’s, on average."

Discussion¶

Related Claims¶

• Improvements in learning conditions between October and February predict higher likelihood of a B or better in math the following term — related
• Learning conditions predict math grades across racial and socioeconomic groups, with larger associations for FRPL-eligible and Black students — related
• Students' experiences of learning conditions strongly and significantly predict their self-reports of school engagement — related