Search Results: (1-15 of 392 records)
|WWC SSR10057||WWC Review of the Report “Longitudinal Evaluation of a Scale-Up Model for Teaching Mathematics with Trajectories and Technologies”
The 2012 study, Longitudinal Evaluation of a Scale-Up Model for Teaching Mathematics with Trajectories and Technologies, examined the effects of Technology-enhanced, Research-based, Instruction, Assessment, and professional Development (TRIAD), a math intervention for preschoolers that combines a curriculum, a software-based teaching tool, and in-person teacher professional development. TRIAD is designed for young children, particularly those at risk of low math achievement. The study also included an assessment of whether continuing the intervention through kindergarten improved math achievement at the end of kindergarten. To measure the impacts of the program, researchers randomized 42 schools to implement TRIAD or to not implement TRIAD. The researchers then assessed the math achievement of 963 children from 42 schools at the start of preschool (prior to intervention), at the end of preschool (after 1 year of study participation), and at the end of kindergarten (after 2 years of study participation). The study found that the TRIAD intervention had positive effects on student math performance. The study meets WWC group design standards with reservations because it is a randomized controlled trial that demonstrates baseline equivalence but has unknown levels of study attrition.
|WWC SSR10070||WWC Review of the Report "Staying on Track: Testing Higher Achievement's Long-Term Impact on Academic Outcomes and High School Choice"
The 2013 study, Staying on Track: Testing Higher Achievement’s Long-Term Impact on Academic Outcomes and High School Choice, examined the effects of Higher Achievement, a multi-year afterschool and summer program for incoming fifth and sixth graders attending schools in at-risk communities. The program's goal is to improve academic achievement and encourage matriculation into an academically competitive high school. The study included 952 fifth and sixth graders in Washington, DC and Alexandria, Virginia. The researchers found that 4 years after randomization, students who were offered participation in Higher Achievement had significantly higher standardized test scores in mathematical problem solving. They were also significantly more likely than comparison students to be admitted to and matriculate at private high schools, and were less likely to apply to, be admitted to, and matriculate at noncompetitive public charter/magnet schools. No statistically significant differences were found for standardized tests of reading comprehension; application to private schools; application to, admittance to, or matriculation at competitive public charter/magnet schools; or matriculation at neighborhood public schools. This study is a well-executed randomized controlled trial that meets WWC evidence standards without reservations.
|WWC PGELL19||Teaching Academic Content and Literacy to English Learners in Elementary and Middle School
As English learners face the double demands of building knowledge of a second language while learning complex grade-level content, teachers must find effective ways to make challenging content comprehensible for students. This updated English learner practice guide, Teaching Academic Content and Literacy to English Learners in Elementary and Middle School, provides four recommendations for teaching complex content to English learners while simultaneously building academic language and writing and oral language proficiency.
|WWC IRM62714||DreamBox Learning
DreamBox Learning is a supplemental online mathematics program that provides adaptive instruction for students in grades K-5 and focuses on number and operations, place value, and number sense. The WWC identified 11 studies that investigated the effects of DreamBox Learning on the math performance of elementary school students, one of which meets WWC evidence standards. This one study meets standards without reservations and included 557 elementary school students in kindergarten and first grade in three charter schools in San Jose, California. Based on this study, the WWC found that DreamBox Learning has potentially positive effects on mathematics achievement for elementary school students.
|WWC PGM1418||Teaching Math to Young Children
By the Numbers: Five Evidence-Based Recommendations for Teaching Math to Young Children gives a brief overview of the essential features of the WWC practice guide, Teaching Math to Young Children. The publication is designed to give those new to the WWC and the practice guide an introduction to the guide and the five practical, evidence-based recommendations in it. It includes details on the number of action steps, examples, illustrations, and solutions that practitioners will find in the guide. Readers will see how the practice guide content is designed to help them get the most out of the recommendations.
|WWC QR2014230||Quick Review of "Conceptualizing Astronomical Scale: Virtual Simulations on Handheld Tablet Computers Reverse Misconceptions"
This study examined how using two different ways of displaying the solar system—a true-to-scale mode vs. an orrery mode--affects students' knowledge of astronomical concepts. Solar system displays were presented in a software application on a handheld tablet computer. In a true-to-scale mode, users navigate a simulated three-dimensional solar system environment using a tablet's pinch-to-zoom touchscreen interface; this provides an accurate representation of sizes and distances of planetary bodies. The study authors reported that student gains in learning astronomical concepts, measured as the differences between pretest and posttest scores, were significantly larger when using the true-to-scale mode than when using an orrery mode.
|WWC IRD579||Spelling Mastery
Spelling Mastery is a Direct Instruction curriculum designed to explicitly teach spelling skills to students in grades 1-6 by using phonemic, morphemic, and whole-word strategies. The WWC identified seven studies that investigated the effects of Spelling Mastery on writing achievement for students with learning disabilities. Two of those studies meet WWC evidence standards without reservations and included 70 students with learning disabilities in grades 2 through 4 in three elementary schools or receiving instruction at a summer program. Based on these two studies, the WWC found that Spelling Mastery has potentially positive effects on writing for students with learning disabilities.
|WWC SSR220||WWC Review of the CREDO Charter School Studies
The study, National Charter School Study: 2013, examined the effect of charter schools on annual student achievement growth in reading and math in 25 states, the District of Columbia, and New York City. The study primarily used data on students in grades 3-8, but additional elementary and high school grades were included for several states. Researchers compared year-to-year test score changes from state-level standardized reading and math tests administered during the 2008–09 through 2010–11 school years. This research meets WWC evidence standards with reservations. Although the charter school students and traditional students were well matched, using demographic and academic characteristics, unobserved differences may have existed. In addition, the study results are difficult to interpret because they blend 1-year gains from the first year of charter school attendance and 1-year gains during subsequent years.
|WWC IRECE381||Intervention Report: Pre-K Mathematics
An updated WWC report on Pre-K Mathematics with DLM Early Childhood Express Math looks at how these programs impact early learning. Pre-K Mathematics is a supplemental curriculum that utilizes teacher-guided, small-group activities with concrete manipulatives and take-home activities. The DLM Early Childhood Express Math software includes corresponding math-based activities to reinforce math concepts taught in the classroom. This updated WWC report includes reviews of six studies that have been released since 2007 and evaluates three additional outcomes: oral language, print knowledge, and phonological processing. The WWC found that Pre-K Mathematics with DLM Early Childhood Express Math has positive effects on math for preschool children, but no discernible effects on their oral language, print knowledge, and phonological processing skills.
The 2012 study, The Impact of Dual Enrollment on College Degree Attainment: Do Low-SES Students Benefit?, used data from the National Education Longitudinal Study (NELS:88) to examine the effects of dual enrollment programs for high school students on college degree attainment. Researchers found that dual enrollment programs significantly increased the likelihood of attaining a college degree. There were no significant differences in college attainment between first generation college students and students whose parents had attended at least some college. A supplemental analysis revealed that students earning more dual enrollment credits were significantly more likely to attain any college degree or a bachelor’s degree than comparison students. This research meets WWC evidence with reservations due to potential differences between the participating students that were unobserved in the study data.
|WWC IRM627||DreamBox Learning
DreamBox Learning is a supplemental online mathematics program that provides individualized instruction for students in grades K-5 and focuses on number and operations, place value, and number sense. The WWC identified 11 studies that investigated the effects of DreamBox Learning on the math performance of elementary school students, but only one meets WWC evidence standards. This study meets standards without reservations and included 557 elementary school students in kindergarten and first grade in three charter schools in San Jose, California. Based on this study, the WWC found that DreamBox Learning has no discernible effects on mathematics achievement for elementary school students.
|WWC QR20008||"Are Tenure Track Professors Better Teachers?"
The study examined whether taking a course with a tenured/tenure track professor versus a non-tenured/tenure track professor for first-term freshman-level courses (e.g., introductory economics) was associated with whether students enrolled and performed well in future classes in the same subject.
|WWC IRD626||Reciprocal Teaching
Although reciprocal teaching has been used for years as a method for teaching reading comprehension skills, the What Works Clearinghouse (WWC) has found no rigorous research that shows it works or does not work for students with learning disabilities. Using the reciprocal teaching method, teachers model four comprehension strategies for their students: summarizing, questioning, clarifying, and predicting. The students then practice these strategies and take turns leading small group discussions about what has been read. The WWC identified 54 studies of reciprocal teaching for students with learning disabilities that were published or released between 1989 and 2013. None of these studies meet WWC evidence standards. More research is needed to determine the effectiveness or ineffectiveness of this method for students with learning disabilities.
|WWC IRL416||Reading Mastery
The WWC recently reviewed the research on Reading Mastery for beginning readers. The program is designed to provide systematic instruction in reading to students in grades K-6, however, the WWC found no rigorous research that shows it effectiveness for beginning readers. The Reading Mastery teaching routine involves modeling new content, providing guided practice, and implementing individual practice and application. Since the previous WWC report was released in August 2008, the WWC identified an additional 106 studies of Reading Mastery and its effects on beginning readers (grades K-3), bringing the total number of studies reviewed to 166. None of these studies meet WWC evidence standards for quality research. More research is needed to determine if Reading Mastery works for beginning readers.
|WWC SSR222||WWC Review of the Report "KIPP Middle Schools: Impacts on Achievement and Other Outcomes, Final Report"
The 2013 study, KIPP Middle Schools: Impacts on Achievement and Other Outcomes, Final Report, examined whether attending a Knowledge is Power Program (KIPP) middle school improved students’ academic performance for up to 4 years following enrollment. For the experimental portion of the study, researchers used admissions lotteries to place about 1,000 students into either a KIPP middle school or a traditional middle school. For the quasi-experimental portion of the study, researchers used baseline achievement and demographic characteristics to match 15,916 students in 41 KIPP middle schools with similar students who had attended non-KIPP public middle schools in the same school district in the previous year. Researchers then used state assessments in math, reading, science, and social studies to measure student achievement. The experimental portion of the study meets WWC evidence standards without reservations for the 1-year follow-up. However, the research on the later follow-ups meets standards with reservations because of the large number of students who stopped participating in the study. The quasi-experimental portion of the study meets WWC evidence standards with reservations; although the KIPP students and traditional public school students included in the analysis were well-matched, other differences may have existed between the groups that could have influenced student achievement.
|WWC SSR10030||WWC Review of the Report "The Role of Application Assistance and Information in College Decisions: Results from the H&R Block FAFSA Experiment"
The 2012 study, The Role of Application Assistance and Information in College Decisions: Results from the H&R Block FAFSA Experiment, examined the impact of two interventions related to the Free Application for Federal Student Aid (FAFSA) on postsecondary outcomes of low- to moderate-income individuals. The two interventions included (1) providing an estimate of need-based aid compared against tuition costs for nearby colleges and assistance in completing the FAFSA, and (2) only providing an estimate of need-based aid. Outcomes included the likelihood of filing the FAFSA, college enrollment, receipt of a Pell Grant, and retention in college after 2 years. Researchers presented results for three distinct subgroups: (a) 17-year-old high school seniors and recent graduates who were dependent on their parents; (b) independent adults aged 24 to 30 years with no college experience; and (c) independent adults aged 24 to 30 years with some college, but no degree. The research described in this report meets WWC evidence standards with reservations. This study is a well-executed randomized controlled trial; however, impacts were presented for three distinct subgroups, and attrition for each of the subgroups cannot be calculated due to unknown subgroup information at baseline.