After one school year of implementation (first cohort), the curricula produced no statistically significant positive impacts, and four statistically significant negative impacts were observed.¶
Claim · All claims
Evidence · 1 study · causalr3·q3
Currency · newest study 2010 · checked against its sources 2026-10-08 (automated, 1 of 1 entry) · 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? First-year comparisons of fifth-grade test scores between randomly assigned treatment and control schools showed no statistically significant positive impacts, and four statistically significant negative impacts of the curricula were observed. → James-Burdumy 2010
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
The study's first report, based on 2006-2007 data for the first cohort, compared fifth-grade test scores in randomly assigned treatment and control schools and found "no statistically significant positive impacts" and "Four statistically significant negative impacts of the curricula." No effect sizes are printed here.
"The findings indicated that, after one school year, there were no statistically significant positive impacts of th e interventions, based on comparisons of fifth-grade student test scores in schools that were randomly assigned to us e the interventions and schools that were randomly assigne d to not use the interventions. Four statistically significant negative impacts of the curricula were observed."
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
- Four supplemental reading comprehension curricula had no positive impact on fifth-grade students' test scores, with negative impacts in some cases — a broader claim this one bears on
- 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
- Impacts of the curricula were not statistically significantly larger after schools had one year of experience using them (Cohort 2 fifth graders). — related
- Project CRISS, ReadAbout, and Read for Real showed no significant impacts on reading comprehension in the study's first year — a narrower finding that bears on this claim
- Reading for Knowledge had a statistically significant negative impact on students' reading comprehension scores in the study's first year — a narrower finding that bears on this claim
- 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. — related
- The four reading interventions did not improve state assessment (PSSA) scores; for fifth graders they lowered reading and mathematics scores — related
- A national evaluation design was produced to assess supplemental reading comprehension programs for fifth-grade students — related
- The A4L Lessons Project had no statistically significant impact on students' OAKS Reading/Literature achievement after one, two, or three years of participation — related
- Grade 5 students showed very small, non-significant CCU differences, indicating no reliable A4L impact at that grade level — related
- A large randomized trial found no statistically significant effects of Project CRISS® on standardized grade 5 comprehension measures (James-Burdumy et al., 2009) — a narrower finding that bears on this claim
- After one year, RSF Cohort 2 students generally performed at the same levels as matched comparison students, with only three statistically significant differences — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
year-one-curricula-no-positive-impacts-four-negative |
title |
After one school year of implementation (first cohort), the curricula produced no statistically significant positive impacts, and four statistically significant negative impacts were observed. |
description |
After one school year of implementation (first cohort), the curricula produced no statistically significant positive impacts, and four statistically significant negative impacts were observed. |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2010 |
source_checked |
2026-10-08 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — james-burdumy-2010 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.