Design parameters for preschool outcomes show substantial heterogeneity across populations, as reflected in wide 95% prediction intervals¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The meta-analytic summaries show substantial heterogeneity: the 95% PI of ρCenter for two-level designs was [0.00, 0.24] for cognitive outcomes with standardized tests and [0.01, 0.06]/[0.00, 0.18] for SEL outcomes with parent/educator reports. → Martin Brunner 2025

Evidence¶

Martin Brunner 2025¶

Martin Brunner, Sophie E. Stallasch, Cordula Artelt, Oliver Lüdtke. (2025). An Individual Participant Data Meta-Analysis to Support Power Analyses for Randomized Intervention Studies in Preschool: Cognitive and Socio-Emotional Learning Outcomes. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09981-z

q3 · i? · quant-synthesis · r3

Meta-analytic integration (Stage 2) of design parameters estimated from the German probability samples, summarized with prediction intervals in Fig. 2. The article states "we often observed substantial heterogeneity of design parameters, which was reflected in the 95% PIs".

"the 95% PI of ρ Center obtained for two-level designs was [0.00, 0.24] for cognitive outcomes assessed with standardized tests, and [0.01, 0.06]/[0.00, 0.18] for SEL outcomes assessed with parent/educator reports."

Discussion¶

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