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Beyond small, medium, or large: points of consideration when interpreting effect sizes
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“Indeed, wise interventions are often low cost, disproportionately benefit low performing groups, have effects that can be sustained over time and context, and, in contrast to interventions that target specialized knowledge, can have effects on a broad range of academic, behavioral, and psychological outcomes.”
From Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions (2021) · cites this paper as Bakker et al., 2019
Experimental — accuracy not yet measuredThe source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“These characteristics make wise interventions particularly suitable for scaling up, even where the average size of their effect on the overall population is relatively small (Bakker et al., 2019;Kraft, 2020;Slavin & Madden, 2011).”
From Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions (2021) · cites this paper as Bakker et al., 2019
Experimental — accuracy not yet measuredThe check wasn’t confident either way, so it gives no verdict — never disputed.
In the citing paper
“Indeed, wise interventions are often low cost, disproportionately benefit low performing groups, have effects that can be sustained over time and context, and, in contrast to interventions that target specialized knowledge, can have effects on a broad range of academic, behavioral, and psychological outcomes.”
From Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions (2021) · cites this paper as Bakker et al., 2019
Experimental — accuracy not yet measuredThe check wasn’t confident either way, so it gives no verdict — never disputed.
In the citing paper
“Indeed, wise interventions are often low cost, disproportionately benefit low performing groups, have effects that can be sustained over time and context, and, in contrast to interventions that target specialized knowledge, can have effects on a broad range of academic, behavioral, and psychological outcomes.”
From Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions (2021) · cites this paper as Bakker et al., 2019
Experimental — accuracy not yet measuredThe check wasn’t confident either way, so it gives no verdict — never disputed.
In the citing paper
“Indeed, wise interventions are often low cost, disproportionately benefit low performing groups, have effects that can be sustained over time and context, and, in contrast to interventions that target specialized knowledge, can have effects on a broad range of academic, behavioral, and psychological outcomes.”
From Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions (2021) · cites this paper as Bakker et al., 2019
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Metadata
- Authors
- Bakker, A., Cai, J., English, L., Kaiser, G., Mesa, V., & Van Dooren, W.
- Affiliations
- Utrecht University (NL)
- University of Delaware (US)
- Queensland University of Technology (AU)
- Universität Hamburg (DE)
- University of Michigan (US)
- Corresponding author
- Bakker, Arthur
- Venue
- Educational Studies in Mathematics
- Published
- 2019-07-30
- Volume
- 102
- Issue
- 1
- Pages
- 1-8
- ISSN
- 0013-1954 (ISSN-L)
- 1573-0816
- OpenAlex
- W2966650813
- Cited by
- 302
- References
- 41
- Citations by year
- 2026: 26 · 2025: 48 · 2024: 43 · 2023: 52 · 2022: 52 · 2021: 55 · 2020: 20 · 2019: 6
- FWCI
- 22.25
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Educational Studies in Mathematics (publishedVersion)
- QUT ePrints (Queensland University of Technology) (submittedVersion)
- Lirias (KU Leuven) (submittedVersion, other-oa)
- Utrecht University Repository (Utrecht University) (submittedVersion, other-oa)
- Utrecht University Repository (Utrecht University) (submittedVersion)
- Topics
- Social Sciences › Decision Sciences › Statistics, Probability and Uncertainty › Meta-analysis and systematic reviews
- Social Sciences › Education › Educational Research and Methods
- Physical Sciences › Mathematics › Statistics and Probability › Statistics Education and Methodologies
- Keywords
- effect size, statistical significance, mathematics education research
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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