S0263 · walberg_tsai_1983_matthew_effects · registry identity

Matthew Effects in Education

Walberg · 1983

study independent3 occurrences across 1 book · load 3

Bears on

Canonical propositions this source was matched as evidence for.

P05 — Learning is cumulative: what a student can learn next is constrained by what they already know, so early differences in knowledge compoun…

How Hirsch uses it

Every occurrence, grouped by book and chapter, with the claim it was linked to support and (where the extraction regenerated one) the underlying warrant.

1996 · The Schools We Need

The Biblical paradox of Matthew 13:12 used as a structural principle for educational outcomes (the Matthew Effect).

direct The Biblical paradox of the Matthew Effect (Matthew 13:12) holds more inexorably for intellectual capital than for money capital.

ch 2 · thought_experiment · swn:ch2_E5

Warrant (explicit): In systems where new gains are contingent on existing assets, initial disparities in knowledge will expand more rapidly and irreversibly than disparities in material wealth.

could fail ifTargeted remedial interventions or 'ceiling effects' in curriculum may allow those with lower initial knowledge to close the gap over time.

Walberg and Tsai's research on 'Matthew Effects' in education regarding cumulative advantages.

direct Early educational advantages or deficits tend to snowball into large deficiencies or strengths in later life.

ch 7 · statistical_data · swn:ch7_E22

Warrant (implicit): Initial differences in educational resource acquisition create a feedback loop where the rate of future learning is proportional to the amount of existing knowledge.

could fail ifDevelopmental plateaus or 'ceiling effects' might cause early advantages to diminish as learners reach the limits of a specific curriculum.

The 'Matthew effect' in educational research, describing the widening gap between those with and without knowledge.

direct Early educational advantages or deficits tend to snowball into large deficiencies or strengths in later life.

ch 7 · expert_testimony · swn:ch7_E27

Warrant (implicit): The sociological principle of 'cumulative advantage' observed in other fields applies directly to the cognitive process of acquiring school subjects.

could fail ifAggressive remedial intervention can break the cycle of cumulative deficit, meaning the 'effect' is a policy choice rather than a natural law.

Endnote numbers seen

Raw book:chapter:endnote references collected during endnote backfill.

swn:2:7swn:7:15

Raw source_reference strings seen

As they appeared before normalization/consolidation into this source identity.

Walberg and Tsai, 'Matthew Effects in Education'
Walberg and Tsai, 'Matthew Effects in Education' (1983)