Education standards on their own did not lead to improvement in either teaching quality or student achievement¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The hypothesis that teaching quality in experimental group 1 was better than the control group was rejected, as was the hypothesis that student achievement was better in the first intervention. → Azkiyah et al. 2014

Evidence¶

Azkiyah et al. 2014¶

S.N. Azkiyah, Simone Doolaard, Bert P. M. Creemers, M.P.C. (Greetje) Van Der Werf. (2014). The Effects of Two Intervention Programs on Teaching Quality and Student Achievement. Journal of Classroom Interaction, 49(1), 4-11. https://eric.ed.gov/?id=EJ1100411

q3 · i? · causal · r2

Randomized experimental comparison in which experimental group 1 received only the elaborated standards document plus a one-day workshop; no significant advantage over control emerged on observed teaching quality or multilevel-analyzed student achievement. Equivalence was not tested.

"This study has proved that education standards on its own did not lead to the improvement of either teaching quality or student achievement."

Discussion¶

Related Claims¶

• Combining elaborated education standards with a teacher improvement program significantly improved student reading achievement compared with a control group, while standards alone did not reach significance at p < .01 — reports the opposite