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)¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i1 small
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 In Spring 2012, the difference between the FT impact for African-American children (0.15 ES) and for non-African-American children (-0.17 ES) was 0.32 of a standard deviation, statistically significant at the p<0.10 level. → 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 · i1 · causal · r2

Subgroup heterogeneity analysis: separate two-level HLMs with FT and nFT indicators interacted with African-American status, school-level free/reduced lunch percentage, and LEP percentage. Only the African-American interaction was notable: the differential impact "was 0.32 of a standard deviation and statistically significant at the p<0.10 level", a small effect size (0.32 SD).

"In Spring 2012, however, the difference between the impact of FT for African-Americans (0.15 ES, p-val: 0.28) and the impact for non -African-Americans (-0.17, p-val: 0.20) was 0.32 of a standard deviation and statistically significant at the p<0.10 level."

Discussion¶

Learner Variables¶

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

Related Claims¶

• 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 — related
• TRIAD's pre-K and follow-through effects show no persistent impact on the full sample in children's fourth-grade year — a broader claim this one bears on