The What Works Clearinghouse releases new reports throughout the year, and also participates in conferences, webinars, and other events. Use our news and events archive to find our reports and activities over time.
This study measured the impact of sending text message reminders regarding annual Free Application for Federal Student Aid (FAFSA) renewal to first-year college students who were already receiving financial aid. Students in the comparison group did not receive text message reminders, but did have financial aid process assistance available to them. Overall, there was no statistically significant effect on the rates of student persistence into the second year of college. However, while the persistence rates were similar among intervention and comparison students attending a 4-year institution, intervention students attending a 2-year institution persisted at a higher rate than did students in the comparison condition (75% vs. 64%).
Designed for low-income students, College Possible is a 2-year after-school curriculum that offers SAT/ACT test preparation, financial aid consulting, and college admissions guidance. The WWC reviewed a 2013 study of the impacts of College Possible on ACT scores, college applications, and college enrollment and has determined that the research does not meet WWC design standards.
Register now for a webinar on how to design studies that are consistent with WWC standards. Find out how to develop the strongest study design possible, how to identify and maintain an appropriate study sample, and how to address common problems in effectiveness research.
Find out how you can use the WWC to help preschoolers start their journey to academic success! Get tips and tools to develop strong language, literacy, mathematics, cognitive, and social skills. Open the gateway to math success, explore instruction for students with special needs, see how the Find What Works tool can steer you to evidence-based interventions, and discover the WWC's research and resources!
Researchers recently examined the effects of IMPACT, a teacher evaluation system used in the District of Columbia Public Schools, on teacher retention and performance. This research does not meet WWC regression discontinuity design standards due to the lack of information about attrition and baseline equivalence. Consequently, the WWC could not assess whether changes in teacher retention and performance were related to differences in the teacher characteristics at baseline.
Technology-enhanced, Research-based, Instruction, Assessment, and professional Development (TRIAD) is a math intervention for preschoolers that combines a curriculum, a software-based teaching tool, and in-person teacher professional development. This study randomly assigned 42 schools to implement TRIAD or to not implement TRIAD, and 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 demonstrates baseline equivalence but has unknown levels of study attrition.
During interactive learning online (ILO), computer-guided instruction substitutes for some, though not all, traditional face-to-face instruction. Students learn course material independently and individual student data is used to provide customized instruction. Does receiving ILO instruction affect pass rates in college and university settings? In a study of 605 students enrolled at six public universities, researchers found that there was no statistically significant difference in course pass rates between students receiving ILO and students receiving face-to-face instruction. This study was well executed and meets WWC group design standards without reservations.
The Improving Mathematical Problem Solving in Grades 4 Through 8 practice guide provides five recommendations to build students’ mathematical problem solving skills. Now teachers can access expanded content including in-depth videos on each recommendation. Hear from one of the guide’s authors and practitioners in the field. View ideas for implementing these strategies in your classroom.
This study, conducted in the 2009–10 and 2010–11 school years, found that teachers in The New Teacher Project Teaching Fellows program were no more effective at improving student mathematics achievement scores than comparison teachers. This study is well executed and meets WWC group design standards without reservations. Researchers also evaluated the impacts of Teach for America (TFA) on mathematics achievement. A separate WWC review provides information about that intervention.
The results of this study of Teach for America (TFA), conducted in the 2009–10 and 2010–11 school years, found that TFA teachers were more effective than comparison teachers in raising the mathematics achievement of their students. This study is well executed and meets WWC group design standards without reservations. Researchers also evaluated the impacts of The New Teacher Project Teaching Fellows program on mathematics achievement. A separate WWC review provides information about that intervention.