Impacts of the curricula were not statistically significantly larger after schools had one year of experience using them (Cohort 2 fifth graders).¶

Claim · All claims
Evidence · 1 study · causal r3 · q3
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Second-cohort impacts were not statistically significantly different from zero or from the first-cohort impacts, so one year of school experience with the curricula did not enlarge impacts. → James-Burdumy 2010

Evidence¶

James-Burdumy 2010¶

James-Burdumy, S., Deke, J., Lugo-Gil, J., Carey, N., Hershey, A., Gersten, R., Newman-Gonchar, R., Dimino, J., Haymond, K., and Faddis, B. (2010). Effectiveness of Selected Supplemental Reading Comprehension Interventions: Findings From Two Student Cohorts (NCEE 2010-4015). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. http://ies.ed.gov/ncee

q3 · i? · causal · r3

In the fifth-grade component of the second year, a new cohort of 4,142 fifth-grade students in schools with one prior year of experience using the curricula was pre- and post-tested; impacts were "not statistically significantly different from zero or from the impacts for the first cohort of students." No effect sizes are printed.

"Impacts were not statistically significantly larger after schools had one year of experience using the curricula. Impacts for the second cohort of students were not statistically significantly different from zero or from the impacts for the first cohort of students."

Discussion¶

Related Claims¶

• Student subgroup impact differences were rarely statistically significant: six of 288 differences in the second cohort and eight of 360 subgroup analyses in the follow-up year. — related
• ReadAbout showed a positive, statistically significant impact (effect size 0.22) on social studies reading comprehension for second-cohort students taught by teachers with one prior year of experience with the curriculum. — reports the opposite
• Four supplemental reading comprehension curricula had no positive impact on fifth-grade students' test scores, with negative impacts in some cases — related
• The four supplemental reading comprehension curricula had no statistically significant impacts on students one year after the end of their implementation (Cohort 1 follow-up in sixth grade). — related
• After one school year of implementation (first cohort), the curricula produced no statistically significant positive impacts, and four statistically significant negative impacts were observed. — related
• After one year, reading and mathematics software products did not increase or decrease test scores by amounts statistically different from zero — related
• The four reading interventions did not improve state assessment (PSSA) scores; for fifth graders they lowered reading and mathematics scores — related
• A national evaluation design was produced to assess supplemental reading comprehension programs for fifth-grade students — related
• Teacher-practices subgroup differences were essentially null: none were statistically significant for the second cohort, and five of 60 were significant in the follow-up year. — related
• ReadAbout had a positive and significant impact in the study's second year among teachers with one year of experience using the intervention — reports the opposite
• Teacher experience using the software was not systematically related to changes in product effects between the first and second study year — related