Educators tend to perceive meaningful effects of the developers' curricula on student outcomes, but standardized measures tend not to reflect the same level of impact as proximal assessments¶

Claim · All claims
Evidence · 1 study · causal r2 · q1
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Interventionists and classroom teachers tend to perceive meaningful effects of the curricula on student outcomes. → Strand Cary 2013 q1 i? Proximal assessments capture these perceived effects while standardized measures tend not to reflect the same level of impact. → Strand Cary 2013

Evidence¶

Strand Cary 2013¶

Strand Cary, M., Doabler, C., Clarke, B., Fien, H., Baker, S. K., & Jungjohann, K. (2013). Evaluating the Promise of the FUSION Tier 2 Math Intervention. SREE Spring 2013 Conference. https://eric.ed.gov/?id=ED563132

q1 · i? · causal · r2

Authors' interpretive conclusion drawn from surveys of FUSION interventionists and first-grade classroom teachers across their curriculum development work; no effect sizes or test statistics are printed.

"Interventionists and classroom teachers tend to perceive meaningful effects of our curriculum (i.e., FUSION as well as other mathematics interventions and core curricula we've developed) on student outcomes. Proximal assessments capture these effects, but standardized measures tend not to reflect the same level of impact."

Discussion¶

Related Claims¶

• Prior implementation studies and a single-case design indicate FUSION is a feasible, usable Tier 2 intervention with promise for improving student math achievement — related
• A large randomized trial found no statistically significant effects of Project CRISS® on standardized grade 5 comprehension measures (James-Burdumy et al., 2009) — a narrower finding that bears on this claim
• Teachers viewed district pacing calendars and standardized assessments as impediments when they pressured rushing through material regardless of mastery — related
• PD programs with larger impacts on teacher-level outcomes tended to have significantly larger mean impacts on student achievement — related