Claims

School-mean pretest scores strongly predict spring posttest math achievement in the trial's three-level model

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q3 i? The multilevel model results indicate that the school mean pretest is predictive of posttest achievement, with a one standard deviation increase in school pretest associated with a .88 increase in outcome scores in Year 1. → Vaden-Kiernan 2015

Evidence

Vaden-Kiernan 2015

Vaden-Kiernan, M., Borman, G., Caverly, S., Bell, N., Ruiz de Castilla, V., Sullivan, K., & Rodriguez, D. (2015). Findings from a Multi-Year Scale-Up Effectiveness Trial of Everyday Mathematics. SREE Spring 2015 Conference Abstract. https://eric.ed.gov/?id=ED567630

q3 · i? · causal · r2

Three-level intent-to-treat model (students nested in schools nested in districts) with grand-centered school-mean GMADE pretest as covariate. Table 2 prints Pretest Mean coefficients of 0.82 *** (SE 0.06) in Year 1 and 1.15 *** (SE 0.08) in Year 2; ICCs were .154 and 0.176.

"The multilevel model results indicate that the school mean pretest is predictive of the posttest achievement. For instance, a one standard deviation increase in school pretest score is associated with a .88 increase in outcome scores in Year 1."

Discussion

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