A research team conducted an experiment in which they administered a mathematics test before and after students had participated in a new individualized curriculum. Parallel forms of the test were used as the pretest and posttest, and the range of possible scores was 0-100 on each. In analyzing data from the experiment, the researcher found that students in the lowest quartile on the pretest (M = 15.5) made a good gain (posttest M = 37.6), whereas students in the highest quartile on the pretest (M = 83.7) declined slightly (posttest M = 80.1). From these differences in gain scores, they concluded that the new curriculum is more effective for students of low ability than for students of high ability. What are two other interpretations that can be made of the differences in gain scores?

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The Answer of A research team conducted an experiment in which they administered a mathematics test before and after students had participated in a new individualized curriculum. Parallel forms of the test were used as the pretest and posttest, and the range of possible scores was 0-100 on each. In analyzing data from the experiment, the researcher found that students in the lowest quartile on the pretest (M = 15.5) made a good gain (posttest M = 37.6), whereas students in the highest quartile on the pretest (M = 83.7) declined slightly (posttest M = 80.1). From these differences in gain scores, they concluded that the new curriculum is more effective for students of low ability than for students of high ability. What are two other interpretations that can be made of the differences in gain scores?

A Research Team Conducted an Experiment in Which They Administered