Publications & Products Search
Search Results: (1-15 of 645 records)
| Pub Number | Title |  Date |
|---|---|---|
| WWC IRELL460 | Sheltered Instruction Observation Protocol (SIOP)
Sheltered Instruction Observation Protocol (SIOP) is a framework for planning and delivering instruction in science, history, and math to English language learners as well as other students. The framework is intended to help teachers integrate academic language development into their lessons, allowing students to learn and practice English as it is used in the context of school. The WWC identified 32 studies that investigated the impact of SIOP on English language learners that were published or released between 1983 and 2012. None of these studies meet WWC evidence standards. Therefore, the WWC is unable to draw any conclusions based on research about the impacts of SIOP on English language learners. More research is needed to determine if the program works for these students. |
2/20/2013 |
| WWC IRL622 | Words Their Way
Words Their Way is an approach to phonics, vocabulary, and spelling instruction for students in kindergarten through high school. The program can be implemented as a core or supplemental curriculum and aims to provide a practical way to study words with students. The WWC identified 29 studies that examined the effects of Words Their Way on beginning readers that were published or released between 1983 and 2012. After reviewing these studies, the WWC found that none meet WWC evidence standards. Therefore, the WWC is unable to draw any conclusions based on research about the impacts of Words Their Way on beginning readers. Additional research is needed to determine if the program works for these students. |
2/20/2013 |
| WWC IRM448 | Saxon Math
Saxon Math is a core curriculum for students in grades K-12 that uses an incremental approach for instruction and assessment. New concepts are introduced gradually and build upon previously introduced content, giving students daily time to practice. After reviewing 21 studies on the effectiveness of Saxon Math on the mathematics achievement of middle school students, the WWC found that five of the studies meet WWC evidence standards. These five studies included 6,601 students in grades 6-8 from 52 schools in four states. One study is a randomized controlled trial that meets standards without reservations and the remaining four studies are randomized controlled trials or quasi-experimental designs that meet standards with reservations. Based on the evidence presented in these studies, the WWC found that Saxon Math has mixed effects on mathematics achievement for middle school students. |
2/20/2013 |
| REL QR20003 | Late Interventions Matter Too: The Case of College Coaching in New Hampshire
The study examined whether providing college application coaching to high school seniors increased postsecondary enrollment. The program was aimed at students who were considering applying to college but who had made little or no progress in the application process, and who had a tenth grade test score high enough to warrant applying to college. Study authors found that women who participated in the program enrolled in postsecondary education at a rate that was 12 percentage points higher than women in the control condition (63% versus 51%). This study meets WWC evidence standards without reservations because it is a randomized controlled trial with no attrition. A more thorough review is forthcoming and will examine whether follow-up and subgroup findings meet WWC evidence standards. |
2/14/2013 |
| 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 SSRTLE213 | WWC Review of the Report "An Evaluation of the Chicago Teacher Advancement Program (Chicago TAP) After Four Years"
The 2012 study, An Evaluation of the Chicago Teacher Advancement Program (Chicago TAP) After Four Years, examined whether the Chicago Public Schools’ Teacher Advancement Program (Chicago TAP), which provides mentoring, leadership opportunities, and financial incentives to teachers, improved student academic achievement and teacher retention. Chicago TAP is a local adaptation of the Teacher Advancement Program (TAP), a schoolwide reform that provides annual performance bonuses to teachers based on a combination of their value added to student achievement and observations of their classroom teaching. |
2/12/2013 |
| WWC SSRSB10025 | WWC Review of the Report "Evaluation of a Two-Year Middle-School Physical Education Intervention: M-SPAN"
The 2004 study, Evaluation of a Two-Year Middle-School Physical Education Intervention: M-SPAN, investigated the effect of the Middle School Physical Activity and Nutrition (M-SPAN) intervention on the physical activity level of middle school students in 24 public middle schools from six districts in Southern California. M-SPAN aims to increase physical activity in physical education (PE) classes and reduce students’ fat intake by encouraging healthy eating habits. For this 2-year study, schools were stratified by school district and then randomly assigned to either M-SPAN or a comparison condition. The study assessed the effectiveness of M-SPAN by examining moderate-to-vigorous physical activity (MVPA), the amount of time students spent either walking or being very active, and other types of activities and PE lesson content across schools that received the M-SPAN training. Study authors reported that the M-SPAN intervention caused a statistically significant improvement in the amount of time students spent in MVPA. The WWC confirmed that the M-SPAN intervention improved the MVPA in schools by an average of 3 minutes per lesson across the 2-year period of the study. This study is a well-implemented randomized controlled trial, and the research described meets WWC evidence standards without reservations. The WWC cautions that the changes in observed MVPA (and other outcomes) may be in part due to (a) changes in MVPA in intervention schools, (b) high-activity students moving into the intervention schools or low-activity students moving out of the comparison schools, or (c) a combination of both effects. This study cannot separate these effects—it can only report on their combined impact. Additionally, because the study analyzed school level data, the magnitude of the effects reported cannot be directly compared to the magnitude of an effect of an intervention that uses student-level data for the analysis. |
2/12/2013 |
| WWC IRL621 | LANGUAGE!
LANGUAGE! is a language arts intervention designed for struggling learners in grades 3-12 who score below the 40th percentile on standardized literacy tests. The curriculum integrates English literacy acquisition skills into a six-step lesson format. After reviewing 16 studies on the effects of LANGUAGE! on the literacy skills of adolescent readers, the WWC determined that one study meets WWC evidence standards with reservations. The study used a quasi-experimental design and included 1,272 students in grades 9 and 10 in one school district in Florida. Based on this study, the WWC found LANGUAGE! to have no discernible effects on both reading fluency and comprehension for adolescent readers. |
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 IRCYD578 | Social Skills Training
Social skills training is a collection of practices that use a behavioral approach for teaching preschool children age-appropriate social skills and competencies, including communication, problem solving, decision making, self-management, and peer relations. The WWC reviewed 47 studies that investigated the effects of social skills training on children with disabilities in early education settings. Three of those studies are randomized controlled trials that meet WWC evidence standards without reservations and included 135 children with disabilities in early education settings in the United States. Based on these studies, the WWC found that social skills training has no discernible effects on cognition and positive effects on social-emotional development and behavior for children with disabilities in early education settings. |
2/5/2013 |
| WWC QR13221 | "Have We Identified Effective Teachers? Validating Measures of Effective Teaching Using Random Assignment"
This study tested whether a measure created by study authors could identify teachers who are effective at increasing student achievement. The authors used 2009-10 school year data to create a single composite measure of teacher effectiveness; this composite measure included estimates of teacher value-added to student test scores, data from classroom observations of teachers, and responses to student surveys. Then, for the following school year (2010-11), the authors randomly assigned classrooms of students to teachers (to ensure that there were no measured or unmeasured differences in students assigned to each teacher) and then followed the students' academic progress throughout the school year. The authors compared the students' actual academic achievement with their predicted achievement to determine how well the teacher effectiveness measure identified teachers who were improving student performance beyond their expected gains. |
1/30/2013 |
| WWC IRM619 | Peer-Assisted Learning Strategies
Peer-Assisted Learning Strategies is a peer-tutoring program for grades K–6 that aims to improve student proficiency in math and other disciplines. The program supplements regular math instruction by having students work in pairs or small groups, coaching one another, practicing math concepts, and providing encouragement and feedback to their peers. After reviewing 13 studies that examined the effects of Peer-Assisted Learning Strategies on the math performance of elementary school students, the WWC found that one meets WWC evidence standards without reservations. The one study is a randomized controlled trial that included 328 first-grade students in five elementary schools in the southeastern United States. Based on the evidence reported in this study, the WWC found that the program has no discernible effects on mathematics achievement for elementary school students. |
1/29/2013 |
| WWC IRS620 | Great Explorations in Math and Science (GEMS) The Real Reasons for Seasons
Great Explorations in Math and Science (GEMS) The Real Reasons for Seasons is a curriculum unit for grades 6-8 that focuses on the connections between the Sun and the Earth to teach students the scientific concepts behind the seasons. The WWC identified one study that examined the effects of GEMS The Real Reasons for Seasons on the science achievement of middle school students. The study is a randomized controlled trial that meets WWC evidence standards without reservations and included 4,777 seventh-grade students in 10 middle schools in Maryland. Based on the evidence presented in the study, the WWC found that GEMS The Real Reasons for Seasons has potentially negative effects on general science achievement for middle school students. |
1/29/2013 |
| WWC IRMA88 | Cognitive Tutor
Carnegie Learning Curricula and Cognitive Tutor is a secondary math curricula that offers textbooks and interactive software to provide individualized, self-paced instruction based on student needs. The program includes pre-Algebra, Algebra I, Algebra II, and Geometry. The WWC reviewed 27 studies that investigated the effects of Carnegie Learning Curricula and Cognitive Tutor on math performance for high school students. Three studies are randomized controlled trials that meet WWC standards without reservations, and three are randomized controlled trials or quasi-experimental designs that meet standards with reservations. Together, these six studies included 2,553 high school students from 39 schools. Based on these studies, the WWC determined that Carnegie Learning Curricula and Cognitive Tutor has mixed effects on mathematics achievement for high school students. |
1/28/2013 |
| WWC QR0113 | Can Scholarships Alone Help Students Succeed? Lessons from Two New York City Community Colleges
The study examined the effects of performance-based scholarships for low-income community college students (ages 22–35) who were required to enroll in remedial courses. The study evaluated the impact of the scholarships on continued community college enrollment, credits attempted and earned, and cumulative grade-point average (GPA). All study subjects were eligible for Pell Grants. |
1/16/2013 |
1 - 15
Next >>
Page 1
of 43