Interdependence Revisited: Mathematics Achievement in an Intensified French Immersion Program
Bibliographic record
Abstract
This study examines the effect of teaching mathematics in French on mathematics achievement evaluated in English. In this context it analyzes the effect of increased intensity of bilingual education on mathematics achievement. It also analyzes the effects of language of testing in the context of French immersion at the intermediate level. The participants in the study are two cohorts of French immersion pupils followed from Grades 4-7. The treatment group received 80% of the core academic curriculum, including mathematics, in French and 20% in English. The comparison group received 50% of the core academic curriculum in French and 50%, including mathematics, in English. Achievement in mathematics was measured for both groups at the end of Grade 6. Analyses of covariance showed an advantage in mathematics for the 80% French group compared to the 50% French group. These results provide further evidence for Cummins' threshold hypothesis and interdependence hypothesis.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".