Among grades provided with ST Math, only grade 2 showed statistically significant CST advantages; grades 3, 4, and 5 did not¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In the intent-to-treat analyses, second grades provided with ST Math had scale scores 8.09 points higher and significantly larger advanced and proficient-or-advanced proportions than matched comparison second grades; no statistically significant differences were found for grades 3, 4, or 5. → Staci Wendt 2014

Evidence¶

Staci Wendt 2014¶

Staci Wendt, John Rice, Jonathan Nakamoto. (2014). Evaluation of the MIND Research Institute's Spatial-Temporal Math (ST Math) Program in California. WestEd. https://nces.ed.gov/ccd/elsi/

q2 · i? · causal · r2

Grade-level ANCOVA analyses (Exhibit 2) matching 108 ST Math second grades to 108 comparison second grades; the article reports the grade 2 differences as statistically significant after correcting for multiple outcomes, with no standardized effect size printed in the prose for this finding.

"The analyses of grades that were provided ST Math in 2010/11 revealed statistically significant differences for grade 2, but not for grades 3, 4, or 5 (Exhibit 2). Specifically, after accounting for several school-level characteristics and second-grade math proficiency rates from the year before ST Math was provided, second grades that were provided with the ST Math program had students with CST mathematics scale scores that were, on average, 8.09 points higher than the CST scores of students in second grades that were not provided with the ST Math program."

Discussion¶

Related Claims¶

• Schools implementing ST Math with fidelity in at least one grade level showed larger math advantages (ES 0.31-0.35) than matched comparison clusters — related
• Among grades that fully implemented ST Math, grades 2, 3, and 5 showed significant CST advantages but grade 4 did not — reports the opposite
• Grades provided with ST Math have significantly larger proportions of students advanced, or proficient or advanced, on the mathematics CST than comparison grades — a broader claim this one bears on
• Grade-level clusters provided with ST Math scored higher on state math proficiency rates and scale scores than matched comparison clusters across grades 3-5 — related
• Implementation fidelity was defined as at least 85 percent student enrollment and at least 50 percent grade-level content coverage in ST Math — related