Underrepresented minority students in the course showed significantly positive individualized treatment effects from supplemental instruction¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2018 · checked against its sources 2026-10-27 (automated, 1 of 1 entry) · not reviewed by a person
Design limits · Beemer 2018: the intervention came bundled with another change (read from the study by two models, 2026-10-27)
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.
q2 i? The 32 students from an underrepresented minority group displayed ITE significantly greater than zero (p = 0.007), with an average ITE of +24 (SD 51) on the final exam. → Beemer 2018
Evidence¶
Beemer 2018¶
Beemer, J., Spoon, K., He, L., Fan, J., & Levine, R.A. (2018). Ensemble Learning for Estimating Individualized Treatment Effects in Student Success Studies. International Journal of Artificial Intelligence in Education, 28, 315–335. https://doi.org/10.1007/s40593-017-0148-x
q2 · i? · causal · r1
Subgroup analysis of the 32 underrepresented minority students in the STAT 119 class, whose ITE were "significantly greater than zero (p = 0.007". These students scored 205 of 300 (68%) on the final exam. Table 5 shows the group contained significantly more EOP, low income, Pell-eligible, transfer, and commuter students.
"These 32 students displayed ITE significantly greater than zero (p = 0.007; the average individualized treatment effect in this group is +24 with a standard deviation of 51). The students scored a 205 out of 300 (68%) on the final exam (standard deviation 44)."
Discussion¶
Learner Variables¶
- Race and Ethnicity — moderator: an instructional effect differs by group
Related Claims¶
- Enrollment in the supplemental instruction section is associated with significantly positive average individualized treatment effects on final exam score and course grade — a broader claim this one bears on
- Active learning in an entry-level biology course closed performance gaps between underrepresented and non-underrepresented minority students and increased all students' self-efficacy — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
si-urm-subgroup-positive-ite |
title |
Underrepresented minority students in the course showed significantly positive individualized treatment effects from supplemental instruction |
description |
Underrepresented minority students in the course showed significantly positive individualized treatment effects from supplemental instruction |
status |
review |
evidence_strength |
weak |
newest_evidence |
2018 |
source_checked |
2026-10-27 |
generated |
by process:wiki-ingest on 2026-10-27 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — beemer-2018 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.