Search Results: (16-30 of 392 records)
|WWC SSR10022||WWC Review of the Report "School Turnarounds: Evidence From the 2009 Stimulus"
The 2012 study, School Turnarounds: Evidence From the 2009 Stimulus, examined the effects of being eligible for and receiving School Improvement Grants (SIGs) on schoolwide achievement of students in 2,892 low-performing California public schools. SIGs are federally funded and offered to schools that are identified as persistently lowest achieving. The study used a regression discontinuity design in which average test score levels and changes on California's Academic Performance Index (API) defined which schools were eligible to receive a SIG. Because the study schools were not shown to be equivalent on all variables related to school level achievement, the research meets WWC regression discontinuity design standards with reservations. Changes in API may have been influenced by improved student learning, the movement of students from one school to another, or a combination of these factors. Additionally, the study analyzed school-level effects, and the magnitude of these effects cannot be directly compared to the magnitude of an effect from an intervention that uses student-level data for the analysis. Finally, as a result of the design used for the study, the reported impacts are only valid at the thresholds that define the eligibility criteria, and do not generalize to all SIG-eligible schools.
|WWC PG01813||Practice Guide: Teaching Math to Young Children
Before they even enter a classroom, many children show an interest in math. They notice basic shapes, examine patterns, and practice counting. Teachers can build on this curiosity and get children excited about math with five recommendations from the new What Works Clearinghouse (WWC) practice guide, Teaching Math to Young Children.
To succeed in school, children need to develop skills in five critical early math areas: number and operations, geometry, patterns, measurement, and data analysis. These are complex concepts for young minds. With techniques found in the guide, teachers can make math a daily experience that children enjoy and can succeed in.
Recommendations include the following:
|WWC SSR10052||WWC Review of the Report "Assessing the Effectiveness of First Step to Success: Are Short-term Results the First Step to Long-term Behavioral Improvements?"
The 2013 study, Assessing the Effectiveness of First Step to Success: Are Short-term Results the First Step to Long-term Behavioral Improvements?, examined the effects of First Step to Success (First Step), a school- and home-based program intended to improve outcomes for students with moderate to severe behavior problems who may be at risk for academic failure. Researchers randomly assigned 48 elementary schools from across five states to either an intervention group that received the First Step program or a comparison group that received regular instruction. Study authors measured the effects of First Step by comparing parent, teacher, and researcher assessments of student behavior for students in the intervention and comparison groups. While 10 outcomes were measured, only three met WWC evidence standards with reservations: academic engaged time (the proportion of time a student is academically involved), problem behavior, and academic competence. Although the schools were randomly assigned to the intervention and comparison groups, the students who were selected to participate in the study may have differed systematically across the schools. In particular, teachers' selection of the students for the study and the parental consent process both occurred after randomization and, therefore, both of these processes could have been affected by knowledge of the school's research condition. Because of these selection and consent issues, the study was reviewed as a quasi-experimental design by the WWC. The research for the remaining seven outcomes measured did not meet WWC standards.
|WWC SSR10013||WWC Review of the Report "Impacts of Comprehensive Teacher Induction: Final Results from a Randomized Controlled Study"
The 2010 study, Impacts of Comprehensive Teacher Induction: Final Results from a Randomized Controlled Study, examined the effects of a comprehensive teacher induction program for beginning teachers on teacher and student outcomes in 17 school districts across 13 states. Researchers randomly assigned 418 elementary schools with a total of 1,009 beginning teachers to either an intervention group that received the program or a business-as-usual comparison group. The program included mentoring, monthly professional development sessions, study groups with other beginning teachers, and opportunities to observe veteran teachers. In the second year of the study, researchers selected a subset of the original districts to receive a second year of the teacher induction program. In these districts, the schools that were originally assigned to receive the intervention continued to offer the intervention services for a second year to beginning teachers. Impacts after the first year of the study were based on data from all participating districts, all of which received the intervention during the first year. Impacts after the second and third years of the study were presented separately for districts receiving 1 or 2 years of the intervention. Study authors assessed the effects of the program on both teacher outcomes and student outcomes over a 3-year period. The study is a well-implemented randomized controlled trial that meets WWC evidence standards for assessing impacts on teacher retention for the entire sample at the end of year 1 of the study, and for the subset of districts that received only 1 year of the intervention at the end of years 2 and 3 of the study. The remaining analyses conducted by this study--including impacts on teacher practices, preparation, satisfaction, some retention outcomes, and student achievement--either do not meet WWC evidence standards or were deemed to be ineligible for review.
|WWC IRL420||Reading Recovery
Reading Recovery is a short-term intervention that provides one-on-one tutoring to first-grade students who are struggling in reading and writing. The supplementary program aims to promote literacy skills and foster the development of reading and writing strategies by tailoring individualized lessons to each student. The WWC found that Reading Recovery has positive effects on general reading achievement and potentially positive effects on alphabetics, reading fluency, and comprehension for beginning readers.
|WWC SSR10055||WWC Review of the Report "The Impact of Collaborative Strategic Reading on the Reading Comprehension of Grade 5 Students in Linguistically Diverse Schools"
The 2011 study, The Impact of Collaborative Strategic Reading on the Reading Comprehension of Grade 5 Students in Linguistically Diverse Schools, examined the impact of Collaborative Strategic Reading (CSR), a set of instructional strategies used to build reading proficiency, on the reading comprehension of fifth-grade students. The analysis included 1,355 students from 74 social studies classrooms within 26 linguistically diverse schools in five districts in Oklahoma and Texas. Researchers randomly assigned social studies classrooms to either an intervention condition, where teachers used CSR instructional strategies for one school year, or a comparison condition, which provided business-as-usual instruction. The study is a well-implemented randomized controlled trial with low attrition at the classroom and student levels, and the research meets WWC evidence standards without reservations.
|WWC QR00223||"Charter Schools and the Road to College Readiness: The Effects on College Preparation, Attendance and Choice"
The study examined whether attending a Boston charter school affected students' high school and college outcomes. The study compared charter school students who were admitted via a random admission lottery and attended one of the six study charter schools to students who applied but were not admitted via lottery and instead attended another public school in Massachusetts. The study reported that students attending the six Boston charter schools included in the study scored significantly higher on the 10th grade state assessments in both English language arts and math, had significantly higher SAT scores, and were significantly more likely to attend a 4-year postsecondary institution than students who applied but were not admitted. There were no statistically significant differences between groups in AP exam passing rates, high school graduation rates, or overall college enrollment rates.
|WWC SSR211||WWC Review of the Report "Better Schools, Less Crime?"
The 2011 study, Better Schools, Less Crime?, examined the effect of school choice on the criminal activity, academic achievement, and high school graduation rate of more than 2,000 male middle and high school students in North Carolina's Charlotte-Mecklenburg school district. For the 2002-03 school year, all district students were given the choice to either attend their neighborhood school or to apply to other schools in the district, where admission was not necessarily guaranteed. The study used a well-implemented random process to form intervention and comparison groups. This research meets WWC evidence standards without reservations.
|WWC IRL407||Read Naturally
Read Naturally is a supplemental reading program that aims to improve the reading fluency, accuracy, and comprehension skills of elementary and middle school students using a combination of texts, audio CDs, and computer software. The program uses different products that share a common fluency-building strategy. The strategy includes modeling of story reading, repeated reading of text for developing oral reading fluency, and systematic monitoring of student progress by teachers and the students themselves. The WWC found that the Read Naturally program has no discernible effects on alphabetics and comprehension, mixed effects on reading fluency, and potentially positive effects on general reading achievement for beginning readers. The intervention report includes studies of Read Naturally Masters Edition and Read Naturally Software Edition.
|WWC SSR10053||WWC Review of the Report "Large-scale Randomized Controlled Trial with 4th Graders Using Intelligent Tutoring of the Structure Strategy to Improve Nonfiction Reading Comprehension"
In the 2012 study, Large-scale Randomized Controlled Trial with 4th Graders Using Intelligent Tutoring of the Structure Strategy to Improve Nonfiction Reading Comprehension, researchers examined the effects of the web-based tutoring program, Intelligent Tutoring of the Structure Strategy (ITSS), on the reading comprehension of fourth-grade students in language arts classrooms. ITSS is a one-on-one, web-based intelligent tutoring system which models a "structure strategy" technique, provides practice opportunities, and gives immediate feedback to students. The analysis included 1,875 to 2,371 fourth-grade students from 100 to 117 classrooms in Pennsylvania elementary schools. Study authors assessed the effectiveness of ITSS by comparing the reading comprehension of students in ITSS classrooms with students in comparison classrooms. The study is a well-implemented randomized controlled trial, and the research meets WWC evidence standards without reservations.
|WWC SSR20001||WWC Review of the Report "Information and College Access: Evidence from a Randomized Field Experiment"
In the 2012 study, Information and College Access: Evidence from a Randomized Experiment, researchers examined the impact of offering informational materials about financial aid on the postsecondary expectations of high school students. About 1,600 students from five low-achieving high schools in Ontario, Canada participated in the study and were randomly assigned either to an intervention group that received college cost and financial aid information or to a comparison group that did not. Researchers measured the impact of offering these materials on student postsecondary expectations 3 weeks after the intervention. This study is well-implemented randomized controlled trial and the research meets WWC evidence standards without reservations.
|WWC IRECE271||Let's Begin with the Letter People
Let’s Begin with the Letter People is an early childhood literacy curriculum that uses 26 thematic units—each of which covers a letter of the alphabet—to develop children’s language and early literacy skills. A major focus of the program is phonological awareness, including rhyming, word play, alliteration, and segmentation. The WWC found that Let's Begin with the Letter People has no discernible effects on oral language or phonological processing and mixed effects on print knowledge for preschool children.
|WWC IRECE153||Doors to Discovery
Doors to Discovery is a preschool literacy curriculum that uses eight thematic units of activities to help children build fundamental early literacy skills in oral language, phonological awareness, concepts of print, alphabet knowledge, writing, and comprehension. The WWC found that Doors to Discovery has potentially positive effects on oral language and print knowledge and no discernible effects on phonological processing or math for preschool children.
|WWC SSR20002||WWC Review of the Report "Can Scholarships Alone Help Students Succeed? Lessons from Two New York City Community Colleges"
The 2012 study, Can Scholarships Alone Help Students Succeed? Lessons from Two New York City Community Colleges, examined the effects of performance-based scholarships on 1,502 low-income, independent, adult community college students in New York City who were required to enroll in remedial courses. The students were targeted because of their elevated risk of having financial difficulties in paying for college. The study authors used student transcript data to evaluate the impact of the scholarships on continued community college enrollment, credits earned, and grade-point average. This study is a well-implemented randomized controlled trial, and the research meets WWC evidence standards without reservations.
|WWC IRM456||Scott Foresman-Addison Wesley Elementary Mathematics
Scott Foresman-Addison Wesley Elementary Mathematics is a core curriculum for students in prekindergarten through grade 6. The program aims to improve students' understanding of key math concepts through problem-solving instruction, hands-on activities, and math problems that involve reading and writing. The WWC found that Scott Foresman-Addison Wesley Elementary Mathematics has mixed effects on mathematics achievement for elementary school students.