This work-in-progress research presents our preliminary work on a novel learning theory that posits a measurable compounding effect of the level of consistency in the learning environment and the available support systems on learners’ long-term academic achievements. In prior research, we investigated the effects that the learning support environment may have had on students’ achievements and found significant group differences between groups of learners in consistent learning environments versus those in inconsistent ones.

The purpose of this paper is to present our preliminary theory, describe how we arrived at it, and outline follow-on research approaches that could further corroborate our theory. We also review existing learning theories to situate our ongoing work within the existing body of knowledge and evaluate how far our proposed model aligns with established theory and research, as well as, in which ways it may fill in gaps and could expand our understanding of learner development. In particular, we may be able to provide a quantifiable explanation for the often-cited phenomenon that learners who start behind in their early education are more likely to fall further behind throughout their K-12 journey.

Our prior research employed a quantitative quasi-experimental factorial design utilizing ex-post-facto data from standardized tests in elementary and middle school. Our analysis indicated significant group differences in student achievement based on grouping by learning environments. We were able to quantify the effect size the differences in learning environments had as a 4-5% variance explained in standardized test scores. However, we also found that, by far, the greatest predictor for student achievement seemed to be prior student achievement, which led us to hypothesize that achievement gaps may start compounding over time.

In this paper, we detail these findings and discuss their implications, which prompted us to propose our theory, postulating a compounding effect that differences in learning environments and support systems might have on learner achievement over time. Thus, our research may serve the larger education community by highlighting the deepening effects that inconsistent or absent learning support systems can have on student success, providing decision-makers with a framework to help explain why early intervention and equitable and consistent support are important, especially in K-12 education.

Keywords: K-12/P-12/Primary Education, Learning Environment, Academic Support Systems, Student Achievement, Learner Development, Education Theory, Quantitative Research.