拉美裔学生占31%的人口。西班牙裔学生教使用直接指令的数量方法是25和分配给基于标准的西班牙裔学生教室编号41。西班牙裔族群的t测试导致了平均55.64为西班牙裔学生分配给教师使用直接指令和平均的70.41分配给教师使用基于标准的教学方法。计算t统计的3.90和1.99 t的临界值是观察这个族群。随着t统计的值大于临界零假设被拒绝,得出的结论是,拉美裔学生获得更高的数学成绩当教使用一个基于标准的方法。白人学生占剩下的21%的人口。11的学生被分配到这群教师使用直接指令法和34教师使用基于标准的方法。56.90 t测试导致的白人学生直接下指令方法和平均的66.73白人学生教使用基于标准的方法。计算t统计的2.06和2.06 t临界值允许拒绝零和的结论是,白人学生教使用基于标准的教学方法达到更高的期间数学成绩进行了研究。
Hispanic students account for 31% of the population of this group. The number of Hispanic students taught using the direct instruction method was 25 and the Hispanic students assigned to standards based classrooms numbered 41. A t Test of the Hispanic subpopulation resulted in a mean of 55.64 for Hispanic students assigned to teachers using direct instruction and a mean of 70.41 for those assigned to teachers employing standards based teaching methods. A calculated t Stat of 3.90 and a t Critical value of 1.99 was observed for this subpopulation. As the t Stat is larger than the value of t Critical the null hypothesis is rejected and it is concluded that Hispanic students achieve higher math scores when taught using a standards based method.White students account for the remaining 21% of the population. 11 students of this subpopulation are assigned to teachers using a direct instruction method and 34 to teachers employing standards based methodology. A t Test resulted in mean of 56.90 for white students under a direct instruction method and a mean of 66.73 for white students taught using standards based method. A calculated t Stat of 2.06 and a t Critical value of 2.01 allow for the rejection of the null and the conclusion that white students taught using standards based teaching methods achieved higher math scores during the period studied.