For African-American children, the FT impact appeared stable at about 0.15 of a standard deviation in fall and spring of fourth grade but was not statistically significant at either time point¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i0 negligible
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i0 The FT vs CTRL impact for African-Americans was about 0.15 of a standard deviation in both Fall 2011 and Spring 2012, but not statistically significant at either time point. → Douglas H. Clements 2013

Evidence¶

Douglas H. Clements 2013¶

Douglas H. Clements, Julie Sarama, Carolyn Layzer, Fatih Unlu, Christopher B. Wolfe, Mary Elaine Spitler. (2013). Longitudinal evaluation of a scale-up model for teaching mathematics with trajectories and technologies: Persistence of effects three years after the treatment. SREE Spring 2013 Conference Abstract. https://eric.ed.gov/?id=ED563385

q3 · i0 · causal · r2

Subgroup HLM estimates from Table 2: FT vs CTRL for African-Americans was .150 (p=.46) in Fall 2011 and .149 (p=.28) in Spring 2012. The article describes the effect as "about 0.15 of a standard deviation" but not statistically significant at either time point; the printed magnitude 0.15 is below d = 0.2.

"For African-Americans, the effect of FT seems to be stable in both Fall 2011 (fall of 4th grade) and Spring 2012 – about 0.15 of a standard deviation but it is not statistically significant at either time point."

Discussion¶

Learner Variables¶

• Race and Ethnicity — moderator: an instructional effect differs by group

Related Claims¶

• In spring of fourth grade, the follow-through condition showed a marginally significant differential impact favoring African-American children (0.32 of a standard deviation) — related
• TRIAD's pre-K and follow-through effects show no persistent impact on the full sample in children's fourth-grade year — related