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 examined whether Responsive Classroom, a professional development intervention for teachers, improved student achievement in math and reading. Developed by the Northeast Foundation for Children, the Responsive Classroom approach trains teachers to apply ten critical practices designed to help them improve the social, academic, and self-regulatory skills of their students. The study authors reported no statistically significant differences in the math or reading achievement of fifth-grade students in schools whose teachers had received Responsive Classroom training and implemented its practices for 3 years compared to students in schools that had been assigned to the comparison condition. They also reported that students in schools assigned to the Responsive Classroom condition whose teachers engaged in more Responsive Classroom practices outperformed students in comp
The Florida Student Access Grant (FSAG) program is a need-based grant program for low-income students in Florida. This study examined whether eligibility for the FSAG had effects on the postsecondary outcomes of a group of seniors in Florida public high schools. According to study findings, grant eligibility had no significant effect on postsecondary enrollment up to 7 years after high school graduation. However, grant-eligible students did accumulate more college-level credits 4 years after high school than students who were not eligible. Grant eligibility did not increase the probability that students earned an associate degree within 5 years, but did have a positive impact on earning a bachelor's degree within 7 years after high school. This study employed a well-executed regression discontinuity design and meets WWC pilot regression discontinuity standards without reservat
In a 2011 study, researchers found that using nontraditional problem formats for addition practice had positive impacts on students' understanding of mathematical equivalence. In nontraditional addition problem formats, operations appear on the right side of the equal sign (e.g., __ = 4 + 3) rather than the traditional method of placing them on the left side of the equal sign (e.g. 4 + 3 = __). The study included 95 7- and 8-year-old students who were randomly assigned to one of three groups: nontraditional practice, traditional practice, and no extra practice. The comparison of the nontraditional practice group to the traditional practice group is a well-executed randomized controlled trial with low levels of sample attrition that meets WWC group design standards without reservations. The comparison of the nontraditional practice group to the no-extra-practice group does not m
Access our latest practice guide from anywhere on a variety of electronic devices such as the Nook, Kindle, iPad, tablets, personal computers, and smartphones. Teaching Academic Content and Literacy to English Learners in Elementary and Middle School is now available as an e-book. Get your copy now.
This study of 952 fifth and sixth graders in Washington, DC and Alexandria, Virginia, found that students who were offered the Higher Achievement program had higher test scores in mathematical problem solving and were more likely to be admitted to and attend private competitive high schools. Higher Achievement is a multi-year afterschool and summer program aimed at middle school students from at-risk communities. The program’s goal is to improve academic achievement and encourage matriculation into an academically competitive high school. This study is a well-executed randomized controlled trial that meets WWC evidence standards without reservations.
Using transcript data from 15,662 first-term freshmen at Northwestern University, researchers found that students who took a freshman-level class with a tenure track professor were less likely to take another class in the same subject. In addition, among students who did take another class in the same subject, those whose introductory course was taken with a tenure track professor earned slightly lower grades. This study meets WWC evidence standards with reservations. While the study did establish baseline equivalence between groups on student SAT scores, students were not randomly assigned to the intervention and comparison conditions.
Elementary and middle school teachers, literacy coaches, and administrators: Don't miss the newest WWC practice guide, Teaching Academic Content and Literacy to English Learners in Elementary and Middle School! This practice guide includes four concrete recommendations that address what works for English learners during reading and content area instruction (e.g., mathematics, science, history). It provides extensive examples of activities that can be used to support your students as they build the language and literacy skills they need to be successful in school: listening, reading, writing, and speaking in English for academic purposes.
The Teaching Elementary School Students to Be Effective Writers practice guide provides four recommendations to help improve elementary students' writing. Now teachers can access expanded content including in-depth videos on each recommendation. Hear from one of the guide’s authors and from practitioners in the field. View ideas for implementing these strategies in your classroom.
This study measured the impact of a difference-education intervention on the academic achievement of first-generation college students. The difference-education intervention teaches students how their social class backgrounds can affect what they experience in college. The study authors reported that there was a statistically significant effect on student grades at the end of the first year.
Early College High Schools partner with colleges and universities to provide students with an opportunity to earn an Associate’s degree or college credits toward a Bachelor's degree at no or low cost to students. In a recent study, researchers found that attending Early College High Schools improved some high school and postsecondary outcomes for students. This study is a well-executed randomized controlled trial that meets WWC evidence standards without reservations.