Table 2 Comparison of differences in number of regular exams between the control cohorts (combined) and intervention cohorts

From: A scalable goal-setting intervention closes both the gender and ethnic minority achievement gap

 

Control, N

Intervention, N

Control (mean and SD—no. of regular exams)

Intervention (mean and SD—no. of regular exams)

Majority males

Majority females

Ethnic minority males

Ethnic minority females

Majority males

998

329

10.49 (2.62)

10.52 (2.77)

—

t=−5.29***

t=3.85***

t=1.77

Majority females

378

118

11.16 (1.85)

10.34 (3.88)

t=0.47

—

t=6.50***

t=4.20***

Ethnic minority males

222

76

9.56 (3.37)

10.12 (3.88)

t=0.85

t=0.39

—

t=−1.32

Ethnic minority females

143

52

10.01 (3.05)

9.40 (4.33)

t=1.80

t=1.34

t=0.96

—

  1. ***P<0.001; equal variances not assumed.
  2. Notes: The t-values and significance levels of the control cohorts appear above the diagonal, t-values for the intervention cohort below the diagonal. The differences in the intervention cohort between males and females, and between the majority and minority groups have become significantly smaller and are non-significant for all subgroups in the intervention cohort, suggesting that especially the group that performed worse pre-intervention (ethnic minority males) took significantly more exams after the goal-setting intervention was introduced.
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