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Search Results: (16-30 of 118 records)

 Pub Number  Title  Date
WWC IRM624 Vmath
Vmath is a supplemental mathematics curriculum for students in grades 2-8 who are struggling with math. The program provides teachers with a specific, detailed script for each lesson and aims to improve understanding of math concepts and performance on high-stakes assessments. The WWC is unable to draw any conclusions about the impacts of Vmath on elementary school students because none of the available research on the program’s effects on these students meets WWC evidence standards. More high-quality research is needed on the program to determine its effectiveness.
3/5/2013
WWC IRM242 Investigations in Number, Data, and Space
Investigations in Number, Data, and Space is an activity-based K-5 math curriculum designed to help students understand number and operations, geometry, data, measurement, and early algebra. The WWC identified 46 studies that examined the effects of Investigations in Number, Data, and Space on the mathematics achievement of elementary school students. One study meets WWC evidence standards without reservations, and one study meets standards with reservations. Both studies are randomized controlled trials and include more than 8,000 students in grades 1-2 and grades 4-5 in 16 districts across 13 states. Based on the evidence presented in these two studies, the WWC found Investigations in Number, Data, and Space to have potentially positive effects on mathematics achievement for elementary school students.
2/12/2013
WWC SSRL10032 WWC Review of the Report "Summer School Effects in a Randomized Field Trial"
The 2012 study, Summer School Effects in a Randomized Field Trial, examined the impact of a summer literacy program on 46 kindergarten and 47 first-grade students who were at moderate risk for reading difficulties in one Pacific Northwest school district. The study took place through a limited expansion of an existing summer program for high-risk students that was modified to include moderate-risk students. Study authors randomly assigned students identified as moderate risk to either an intervention group that was invited to participate in the summer reading program, or a comparison group that did not receive the intervention. The 5-week program was held 4 days per week, for 3.5 hours a day, in the middle of the 3-month summer break. To assess the effectiveness of the program, study authors compared the achievement of the intervention and comparison students. For students in kindergarten, the outcome of interest was an alphabetic assessment. For students in first grade, the outcome of interest was student reading fluency. Researchers found a statistically significant positive effect of the summer school intervention on student outcomes in the fall of the implementation year for students in both kindergarten and first grade. This study is a well-implemented randomized controlled trial with low attrition, and the research described meets WWC evidence standards without reservations.
2/5/2013
WWC IRLOC12 Open Court Reading
Open Court Reading is a core reading program for grades K-6 designed to teach decoding, comprehension, inquiry, and writing in a logical progression. After reviewing 58 studies that examined the effects of Open Court Reading on adolescent readers, the WWC determined that one study meets WWC evidence standards without reservations. That study, a randomized controlled trial, includes more than 900 students from first through fifth grade who attended five schools located in five states. Study authors reported that Open Court Reading had statistically significant positive effects on the comprehension skills of the students in the study. Based on this research, the WWC found Open Court Reading to have potentially positive effects on comprehension for adolescent readers.
8/14/2012
WWC SSRM12 Academic Music: Music Instruction to Engage Third-Grade Students in Learning Basic Fraction Concepts
The study reviewed by the WWC, Academic Music: Music Instruction to Engage Third-Grade Students in Learning Basic Fraction Concepts, examined the effectiveness of using music instruction to teach basic fraction concepts to third-grade students. Sixty-seven students in four classrooms from one northern California elementary school were nonrandomly selected to either receive music instruction or regular math instruction for learning fraction concepts. Researchers then analyzed student performance on a music notation test, a fraction concepts test, and a fraction computation worksheet. The research described in this report does not meet WWC evidence standards because the intervention was implemented by a single team consisting of a music teacher and a university researcher. Their teaching abilities may have affected student achievement even in the absence of the intervention, and it is not possible to separate the effect of the intervention from the effect of their teaching abilities.
7/31/2012
WWC IRL109 Cooperative Integrated Reading and Composition (CIRC)
The WWC's report on CIRC has been updated to include reviews of 27 studies that have been released since 2007. CIRC is a reading and writing program for students in grades 2-6. The program has three principal elements: story-related activities, direct instruction in reading comprehension, and integrated language arts/writing. In a team setting, mixed-ability students work together to read, clarify unknown vocabulary, reread for fluency, understand the main idea, comprehend stories, and work through the writing process. Students are rewarded on the basis of the team's performance to provide motivation to work together and help one another. The WWC reviewed 38 studies that investigated the effects of CIRC on beginning readers. One study is a randomized controlled trial that meets WWC evidence standards without reservations, and one study is a quasi-experimental design that meets WWC evidence standards with reservations. These two studies included approximately 700 students in grades 3 and 4 who attended elementary schools in Ohio and Pennsylvania. Based on these two studies, the WWC found CIRC to have potentially positive effects on comprehension and no discernible effects on general reading achievement for beginning readers.
6/26/2012
WWC PGAA17 Teaching Elementary School Students to Be Effective Writers

This practice guide provides four recommendations for improving elementary students' writing:

  1. Provide daily time for students to write
  2. Teach students to use the writing process for a variety of purposes
  3. Teach students to become fluent with handwriting, spelling, sentence construction, typing, and word processing
  4. Create an engaged community of writers
  5. Each recommendation includes implementation steps and solutions for common roadblocks. The recommendations also summarize and rate supporting evidence. Supporting evidence is drawn from a range of literature, from rigorous experimental studies to expert reviews of practices for teaching writing. Evidence ratings reflect the degree to which each recommendation is supported by high-quality experimental and quasi-experimental design studies that meet WWC standards.

    This guide is geared toward teachers, literacy coaches, and other educators who want to improve the writing of their elementary students.

6/26/2012
NCEE 20124028 Classroom Assessment for Student Learning: Impact on Elementary School Mathematics in the Central Region

For report NCEE 2012-4005 Classroom Assessment for Student Learning: Impact on Elementary School Mathematics in the Central Region: Final Report http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=REL20114005

This data file contains data from a cluster randomized trial examined the impact of the Classroom Assessment for Student Learning program on student achievement in mathematics. The study found no direct causal evidence supporting CASL's effectiveness in raising student achievement or improving other student and teacher outcomes. Sixty-seven schools from 32 districts in Colorado participated in the study. These schools were not specifically selected using any sampling methodology; rather, they volunteered to participate in the study. Thirty-three schools were randomly assigned to the intervention group (CASL), and thirty-four schools were randomly assigned to the control group (where teachers conducted their regular professional development activities). The final student impact analysis sample included 9,596 students from the study schools.

6/18/2012
WWC IRSGE12 Great Explorations in Math and Science (GEMS) Space Science
Great Explorations in Math and Science (GEMS) Space Science is an instructional sequence for grades 3-5. The curriculum covers fundamental science concepts by utilizing models, hands-on investigations, peer-to-peer discussions, reflection, and informational student readings. The WWC reviewed two studies that investigated the effects of GEMS Space Science on elementary school students. One study, a randomized controlled trial, meets WWC evidence standards without reservations. The study included 2,594 Florida elementary school students from grades 4 and 5. Based on this study, the WWC found GEMS Space Science to have potentially positive effects on general science achievement for elementary school students.
6/5/2012
WWC SSMCA12 WWC Review of the Report "Classroom Assessment for Student Learning: The Impact on Elementary School Mathematics in the Central Region"
The study, Classroom Assessment for Student Learning: The Impact on Elementary School Mathematics in the Central Region, used a random assignment design to investigate the impact of CASL on elementary students' mathematics achievement. Researchers analyzed data from 2,860 students in 33 schools with CASL and 3,379 students in 34 comparison schools without CASL. Fourth- and fifth-grade teachers in the intervention schools studied the CASL materials and applied CASL principles, practices, and tools in their classrooms during the training year. The intervention teachers then implemented the CASL program in their classrooms for one full school year. Teachers in the comparison group took part in their regular professional development activities.

The study assessed the effectiveness of the CASL program by comparing mathematics achievement of students in the CASL and comparison groups in the spring of the implementation year. After examining the student data, the researchers found no effects of CASL on the mathematics achievement of fourth- and fifth-grade students. The estimated effect size of 0.01 is neither statistically significant nor substantively important. The research for this study meets WWC evidence standards without reservations because it is based on a well-executed randomized controlled trial.
5/30/2012
WWC TRSTE12 Technology Enhanced Elementary and Middle School Science (TEEMSS)
TEEMSS is a physical science curriculum for grades 3–8 that utilizes computers, sensors, and interactive models to support investigations of real-world phenomena. Through 15 inquiry-based instructional units, students interact with handheld computers, gather and analyze data, and formulate ideas for further exploration. The WWC reviewed three studies that investigated the effects of TEEMSS on elementary and middle school students. One study, a quasi-experimental design, meets WWC evidence standards with reservations. The study includes 181 students in grades 3 and 4 in elementary schools in three states. Based on this study, the WWC found TEEMSS to have potentially positive effects on general science achievement for elementary school students.
5/8/2012
REL 20124013 Effects of Curriculum and Teacher Professional Development on the Language Proficiency of Elementary English Language Learner Students in the Central Region
This study is a randomized controlled trial examining the impact on student English language proficiency of the On Our Way to English (OWE> curriculum, offered in combination with the Responsive Instruction for Success in English (RISE) teacher professional development.

On Our Way to English was developed to provide ELL students access to English oral language development, comprehensive literacy instruction, and standards-based content area information in science and social studies. Responsive Instruction for Success in English (RISE) complements the OWE classroom program with professional development to understand the content of OWE, the rationale for its structure, and practical strategies for its use.

The study found that the combination of OWE and RISE did not have a statistically significant effect on students’ acquisition of English, teacher-reported student engagement, instructional practices, or assessment practices.
4/3/2012
WWC IRMPS12 Project SEED
Based on the Socratic method, Project SEED instruction is delivered through a series of questions to the class. In addition to individual responses, the instructor solicits group feedback through silent hand signals, chorus responses, and quick surveys of written work. The WWC identified 16 studies of Project SEED for elementary school students that were published or released between 1988 and 2011, none of which meet WWC evidence standards. Therefore, the WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of Project SEED on elementary school students. Additional research is needed to determine the effectiveness or ineffectiveness of the program.
3/20/2012
REL 20124007 An Evaluation of Number Rockets: A Tier-2 Intervention for Grade 1Students at Risk for Difficulties in Mathematics
The 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA) approved schools’ use of alternative methods for determining student eligibility for special education services. IDEA encourages schools to intervene as soon as there is a valid indication that a student might experience academic difficulties, rather than after performance falls well below grade-level. The Response to Intervention (RtI) framework is an approach for providing instructional support to students at risk for these difficulties.
2/14/2012
REL 20124014 A Study of the Effectiveness of a School Improvement Intervention (Success in Sight)
Since the passage of the No Child Left Behind (NCLB) Act of 2001 and its adequate yearly progress (AYP) requirements, the nation’s education systems have increased their focus on school improvement interventions that build school and teacher capacity to increase student achievement in reading and mathematics. Despite the intensified focus on school improvement, only 70 percent of schools made AYP in reading and mathematics in 2008 (U.S. Department of Education 2008a). Failing to make AYP in reading or mathematics has important implications for schools, such as risk of closure or restructuring. The challenges preventing low-performing schools from making AYP are rarely singular or simple and call for proven systemic and sustainable interventions.
2/8/2012
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