Search Results: (16-30 of 414 records)
|WWC IRLIT68||Carbo Reading Styles Program
The Carbo Reading Styles Program® is a literacy intervention for students in grades K–12 that aims to meet the individual needs of learners through assessment and tailoring of the instruction to students’ particular reading learning styles. The term “learning styles” refers to the concept that different students may need different instructional approaches. Students’ preferred learning styles are classified as auditory, visual, or kinesthetic (a style in which learning takes place by the student carrying out a physical activity). The intervention uses the Reading Styles Inventory®, which determines a student’s learning style for reading and provides specific teaching recommendations that accommodate that style. Teachers receive training in the implementation of the Carbo Reading Styles Program® and a variety of teaching methods appropriate to the different reading styles of their students. The Carbo Reading Styles Program® can be used in individual and group settings as a primary or supplementary program. This review of the Carbo Reading Styles Program® for Beginning Reading focuses on students in grades K–3.
|WWC IRCWD628||Fast Track: Elementary School
Fast Track is a comprehensive intervention designed to reduce conduct problems and promote academic, behavioral, and social improvement. The program’s components include the Promoting Alternative THinking Strategies curriculum, parent groups, parent–child sharing time, child social skills training, home visiting, child peer-pairing, and academic tutoring. The WWC identified one study of Fast Track that both falls within the scope of the Children Classified as Having an Emotional Disturbance topic area and meets WWC group design standards. This study meets standards without reservations and included 891 students who were identified in kindergarten as being behaviorally disruptive and at high risk for long-term antisocial behavior in 54 schools in four locations. For children classified as having an emotional disturbance (or children at risk for classification), Fast Track was found to have potentially positive effects on emotional/internal behavior, reading achievement/literacy, external behavior, and social outcomes.
|WWC SSR232||WWC Review of the Report "The Short-Term Effects of the Kalamazoo Promise Scholarship on Student Outcomes"
Researchers examined the impacts of the Kalamazoo Promise Scholarship program on academic and behavioral outcomes of students in grades 9–12 in Kalamazoo Public Schools (KPS). The Kalamazoo Promise Scholarship program offers college scholarships to graduating high school students in the KPS district. The percentage of tuition and fees covered is dependent on how long a student has attended school in the district. Students attending since kindergarten receive the full 100% of tuition and fees. Students attending since ninth grade receive a scholarship covering 65%. Students who enter KPS in tenth grade or later are not eligible to receive the scholarship. To assess the program’s impacts, researchers compared the academic and behavioral outcomes of students in high school, before and after the Kalamazoo Promise Scholarship program was introduced. Student outcomes that were included in the study were: student grade point averages, whether students earned course credits, the number of course credits earned, incidence of and number of days spent in suspension, and incidence of and number of days spent in in-school detention. This study uses a quasi-experimental design in which baseline equivalence of the groups cannot be demonstrated. Therefore, the research does not meet WWC group design standards.
|WWC QR20121||Interactive Online Learning on Campus: Testing MOOCs and Other Platforms in Hybrid Formats in the University System of Maryland
This study measured the impact of using hybrid forms of interactive online learning in seven undergraduate courses across universities in the University System of Maryland. In college courses, interactive online learning typically involves video lectures, extensive opportunities for discussion and interaction with instructors and peers, and online assignments and exams. Hybrid forms of such courses combine online learning components with traditional face-to-face instruction. In this study, college students enrolled in hybrid sections of biology, statistics, pre-calculus, computer science, or communications or in sections that used the traditional face-to-face format. The authors measured the impact of these hybrid courses on course pass rates, student grades, and on exam questions that were common across the hybrid and face-to-face courses. Due to the significant cost savings possible with interactive online learning platforms, the study authors examined whether students participating in online learning courses performed as well as or better than students in traditional courses.
|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 SSR227||WWC Review of the Report “Incentives, Selection, and Teacher Performance: Evidence from IMPACT”
The study examined the effects of IMPACT, the teacher evaluation system used in the District of Columbia Public Schools (DCPS), on teacher retention and performance. IMPACT assigns each teacher a single performance score based on classroom observations, student achievement, core professionalism, and their contributions to the school. Based on these scores, teachers are assigned one of four ratings: Highly Effective, Effective, Minimally Effective, or Ineffective. Highly Effective teachers receive sizeable increases in compensation, Minimally Effective teachers are scheduled for dismissal if improvement does not occur in 1 year, and Ineffective teachers are immediately dismissed.
|WWC IRDIS576||Repeated Reading
Repeated reading is an academic practice that aims to increase oral reading fluency. Repeated reading can be used with students who have developed initial word reading skills but demonstrate inadequate reading fluency for their grade level. During repeated reading, a student sits in a quiet location with a teacher and reads a passage aloud at least three times. Typically, the teacher selects a passage of about 50 to 200 words in length. If the student misreads a word or hesitates for longer than 5 seconds, the teacher reads the word aloud, and the student repeats the word correctly. If the student requests help with a word, the teacher reads the word aloud or provides the definition. The student rereads the passage until he or she achieves a satisfactory fluency level.
|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.