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Table 2 Pilot teachers’ (n = 16) classroom demographics and pre/post gains

From: Development and pilot testing of a three-dimensional, phenomenon-based unit that integrates evolution and heredity

  Gender (%) Primary language (%) Ethnicity (%) Pre/post gain (%)
Teacher Female Male English Non-english AI AS BL HI PI OT WH Mean Standard deviation
A 52 48 86 14 0 17 2 29 2 10 40 10 15
B 68 32 96 4 0 2 2 0 0 7 89 26 13
C 20 80 40 60 0 0 0 40 40 0 20 29 9
D 59 41 93 7 1 11 2 18 2 16 50 15 16
E 39 61 96 4 0 2 78 4 0 4 13 4 14
F 69 31 95 5 93 0 0 2 0 2 2 10 14
G 42 58 94 6 2 2 1 8 0 6 80 14 17
H 63 37 100 0 0 0 95 0 0 5 0 5 13
I 73 27 97 3 2 2 0 8 0 3 86 20 13
J 41 59 80 20 0 2 12 57 0 10 19 15 15
K 51 49 94 6 3 3 3 17 0 3 71 26 14
M 52 48 93 7 2 2 7 18 0 14 57 6 13
N 55 45 98 2 2 5 2 12 0 2 77 10 15
O 69 31 98 2 0 3 3 2 3 3 85 22 14
P 50 50 86 14 0 14 0 0 0 36 50 22 16
Q 54 46 100 0 1 8 3 3 0 14 71 21 15
  1. Four teachers were not included in our final analysis because they either did not administer the post assessment, they administered the assessments incorrectly, or we did not receive permission to share their assessment results (see Additional file 3 for a discussion of the variance in gains between teachers)
  2. AI, American Indian or Alaskan Native; AS, Asian; BK, Black/African American; HI, Hispanic or Latin American; PI, Native Hawaiian or Pacific Islander; OT, other or multiple ethnicities selected; WH, white