1. The study is designed to examine the different experiences of effectiveness with grading contracts by African American, Asian and Pacific Islander, and White students, what the research questions as "effectiveness on different racial formations", which is important because it is the only study of race for scholarship in labor-based grading contracts and of a quantitative sort, and the author thinks the findings will inform their own practice as an instructor and their implementing them as a co-director of the writing program under study.
2. There are a few research questions including how effective has my grading contract been for my students; does it work better for some students than others; and how are various racial formations faring on our assessments, and the primary variable of interest is three senses for effectiveness.
3. The author assumes the variables of effectiveness represent quantity of work produced, its quality, and reactions to and acceptance of grading contracts, which serve as a proxy for experiences the students have of grading contracts.
4. All the students are positioned through a lens of assets with writing assessment systems positioning only white students with assets, so the participants are positioned as advantanged in the case of white students and disadvantaged in the cases of African American and Asian and Pacific Islander students by effects of conventional grading, and their senses of effectiveness are framed as malleable, because contract grading is alternative to conventional grading and implies the participants have agency to earn a grade whether or not they follow standardized edited academic American English.
5. The author claims to measure consequential validity of grading contracts which have either positive or negative consequences for quantity and quality of writing by the participants.
6. The final sample size of the survey reflected the distribution of enrollment by the different racial formations under study, because even though it looked as if more White students responded, when student enrollment statistics are compared to students who completed the exit surveys, students of color are somewhat overrepresented in the survey... White students are underrepresented when compared to overall university enrollment figures, and the sample size, and all students portfolios were included along with their grade distributions, so the sample is big enough to make the claims about effectiveness of grading contracts on different racial formations in the writing program with limitations of the sample in this study only being for African American students which represent the lowest enrollment at the university to make claims about African American students' experiences.

1. The study was designed to learn whether labor-based grading affects failure of African American, Asian American, Latino/a, and Native students historically believed to fail at writing. The importance of the study is to show that the students are only believed to fail at writing quality, which, in turn leads to their failure at labor. The author thinks the findings will inform practice by preparing faculty to introduce and apply labor-based contract grading to preventing writing assessment systems from creating failure for the students.
2. The specific data collection used was an exit survey on the effectiveness of and happiness with labor-based contract grading and analytical scoring of samples from student writing portfolios. The main predictors are that courses graded conventionally produce failure at qualities of writing to standardized edited academic American English and that courses graded with labor-based contracts produce failure at labor required to write in the spirit and manner of writing assignments.
3. The author assumes the variables of effectiveness, happiness, and analytical scoring in conventionally graded courses for qualities of writing to standardized edited academic American English serve as a proxy for assimilation to white habits of discourse.
4. The predictors and variables are framed as malleable, because the author reframes both meanings of labor as another kind of failure. The participants are positioned with assets or strengths to write in standardized edited academic American English as well as in writing assessment systems that construct failure for the students when they mesh their English in ways reflective of the language evolving? The implication is the participants have agency to inform disciplinary habits of discourse with their English.
5. Construct validity here tests the theory that labor-based contract grading produces labor failure at the same time as affording students opportunities to advance in standardized edited academic American English without being penalized for not exacting it in their writing; that is, at the same time, labor contracts prevent quality failure from constructing failure for African American, Asian American, Latino/a, and Native students historically believed to fail.
6. The author selected students with non-probability sampling to target the population of specific students in the basic and first-year writing course sequences at the university of the study. The final sample size was 30-45% of approximately 1,300 students for each of the years 2005 and 2009 to 2012, which is nearly half of the students enrolled each year making it big enough to make claims about generic survey responses and grade point averages, but that there is another half of the students in which the fewer African American students could be greater represented is a limitation of the sample in this study.

Success by whites unremarked is how whiteness works, normalizing their success.

This reminds me of what might be called the "wrong drivers" by Fullan in education reform.

Classic work in CRT must have been quantitative, for instance, to show structural racism in support of people of color's lived experiences in qualitative forms in the same classic work.

Quantitative data even not collected by myself can support my claims about structural constraints on observations I make from qualitative research.

The lower-case Roman numeral heading overviews the lower-case letters each of which includes a question to ask of the research.

Interpretation instead of making results can only occur if the metrics are designed in ways that are not centered on experiences of privileged groups.

These suggestions are about data users who can communicate results to people who are not savvy with data or need application of results to their contexts without analysis of the results in quantitative ways, or even clearer ways.

I guess this means that qualitative methodologies are always required to interpret quantitative data about people of color.

There are subheadings with lowercase Roman numerals and subheadings in lower case letters to the Roman numerals. How many sets of questions are there suggested for users?

Choose variables that reflect how racism is endemic to U.S. society. Moreover, instead of choosing as many variables as possible, make a model with only those variables that support tenets of CRT.

This reminds of "beneath the white noise", which I have not read about tracking African American students into basic writing yet.

Is this an overview of the guide for making the mini literature review?

If you do QuantCrit research, then state your background for positioning yourself in the research. Check your biases, or put them out there to be checked. Also, like you put the research perspective on your positionality, take the perspective off of students and put it on the systems that afford opportunities in or limit the students' lives instead.

A positionality statement is crucial to preventing whiteness from perpetuating white supremacy.

This is rationale.

These are key concepts of quantcrit.

This is rationale for quantcrit.

Is this a definition of quantcrit?

These are some of the important scholars for the theory.

This is background on the theory of QuantCrit.