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¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2014 · 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? In a multilevel covariance analysis, the second intervention group had better student achievement rates, significant at p < .01 (1-tailed), while the first intervention was significant only at p < .05 (1-tailed). → Azkiyah et al. 2014
q3 i? The two interventions explained 4% more variance beyond covariates, bringing the total variance explained to 20%. → 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
Multilevel covariance analysis (model 4) of post-test reading scores controlling for pre-test achievement, with 1660 students in 50 schools randomly assigned to two interventions or control. The intervention two coefficient was 1.679 (SE .537) and intervention one .904 (SE .545); the models explained 16% of variance before interventions and 20% after.
"The results showed that the second intervention group had better student achievement rates, which were significant at p < .01 (1-tailed) 1. Although the students in the first intervention had also improved their achievements, this result was only significant at p < .05 (1-tailed)."
Discussion¶
Related Claims¶
- Education standards on their own did not lead to improvement in either teaching quality or student achievement — reports the opposite
- Student prior achievement, gender, province, and school prior achievement predicted reading post-test scores, while father's education (SES) was not significant — related
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