No significant differential treatment effects by prior (Grade 4) achievement level or gender; the Grade 4 Level 3 subgroup difference was marginal (p = .053)¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2019 · checked against its sources 2026-10-17 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? Within each Grade 4 proficiency-level subgroup and for female versus male students, separate two-level MLM models found no significant treatment effects on Grade 5 WVGSA. → Nicole Shechtman 2019

Evidence¶

Nicole Shechtman 2019¶

Nicole Shechtman, Jeremy Roschelle, Mingyu Feng, Corinne Singleton. (2019). An Efficacy Study of a Digital Core Curriculum for Grade 5 Mathematics. AERA Open. https://doi.org/10.1177/2332858419850482

q3 · i? · causal · r2

Confirmatory RQ2 subgroup analyses of the MCIS RCT: students divided into four Grade 4 WVGSA proficiency-level subgroups, plus female versus male comparisons, each analyzed with separate two-level MLMs. Table 2 reports subgroup effect sizes from 0.07 to −0.27; the Level 3 subgroup was p = .053, and the article states "No statistically significant differences between the treatment and control groups were found."

"For each subgroup, separate two-level MLM models indicated baseline equivalence on the Grade 4 WVGSA and no differences between control and treatment groups on the Grade 5 WVGSA."

Discussion¶

Learner Variables¶

• Gender — moderator: an instructional effect differs by group

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