Teacher-practices subgroup differences were essentially null: none were statistically significant for the second cohort, and five of 60 were significant in the follow-up year.¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2–r3 · q3
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? None of the teacher practices subgroup differences were statistically significant for the second cohort of fifth graders. → James-Burdumy 2010 q3 i? Five of 60 teacher practices subgroup differences were statistically significant in the Cohort 1 follow-up analyses. → James-Burdumy 2010 (2)

Evidence¶

James-Burdumy 2010¶

James-Burdumy, S., Deke, J., Lugo-Gil, J., Carey, N., Hershey, A., Gersten, R., Newman-Gonchar, R., Dimino, J., Haymond, K., and Faddis, B. (2010). Effectiveness of Selected Supplemental Reading Comprehension Interventions: Findings From Two Student Cohorts (NCEE 2010-4015). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. http://ies.ed.gov/ncee

q3 · i? · causal · r3

Section heading for the second-cohort analyses states "NONE OF THE TEACHER PRACTICES SUBGROUP DIFFERENCES ARE STATISTICALL Y SIGNIFICANT", indicating no significant moderation of impacts by teacher practices for Cohort 2.

"E. NONE OF THE TEACHER PRACTICES SUBGROUP DIFFERENCES ARE STATISTICALL Y SIGNIFICANT"

James-Burdumy 2010 (2)¶

James-Burdumy, S., Deke, J., Lugo-Gil, J., Carey, N., Hershey, A., Gersten, R., Newman-Gonchar, R., Dimino, J., Haymond, K., and Faddis, B. (2010). Effectiveness of Selected Supplemental Reading Comprehension Interventions: Findings From Two Student Cohorts (NCEE 2010-4015). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. http://ies.ed.gov/ncee

q3 · i? · causal · r2

Section heading for the Cohort 1 follow-up analyses states "FIVE OF 60 TEACHER PRACTICES SUBGROUP DIFFERENCES ARE STATISTICALL Y SIGNIFICANT"; the large majority were not significant.

"E. FIVE OF 60 TEACHER PRACTICES SUBGROUP DIFFERENCES ARE STATISTICALL Y SIGNIFICANT"

Discussion¶

Related Claims¶

• Student subgroup impact differences were rarely statistically significant: six of 288 differences in the second cohort and eight of 360 subgroup analyses in the follow-up year. — related
• The four supplemental reading comprehension curricula had no statistically significant impacts on students one year after the end of their implementation (Cohort 1 follow-up in sixth grade). — related
• ReadAbout showed a positive, statistically significant impact (effect size 0.22) on social studies reading comprehension for second-cohort students taught by teachers with one prior year of experience with the curriculum. — reports the opposite
• Impacts of the curricula were not statistically significantly larger after schools had one year of experience using them (Cohort 2 fifth graders). — related