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.
A study of Tools of the Mind examined its impacts on cognitive and academic outcomes for 759 kindergarteners from 29 schools. Students joined the study after random assignment and study authors did not show that the analytic groups of students were similar at the start of the study. Therefore, the study does not meet WWC group design standards.
Researchers examined the effectiveness of math video games on the fractions knowledge of 1,468 sixth-grade students in 23 schools. Using a researcher-designed assessment, study authors found the games to have positive effects on students' knowledge of fractions concepts. This study meets WWC group design standards without reservations.
SuccessMaker® is a set of computer-based courses designed to supplement regular K–8 reading instruction. This updated WWC review includes the latest research on SuccessMaker®, which shows no discernible effects on comprehension and reading fluency for adolescent readers.
This updated report includes the most recent available evidence of the impact of Lindamood Phonemic Sequencing on K-3 student learning. Based on this research, the WWC found the program to have potentially positive effects on comprehension and mixed effects on alphabetics for early readers.
The Everyday Mathematics curriculum provides opportunities to learn math concepts and practice skills to students in prekindergarten through grade 6. This updated WWC review of Everyday Mathematics includes 30 studies that were not included in the 2010 report. None of these new studies meet WWC design standards and therefore, the rating remains unchanged: the program was found to have potentially positive effects on math achievement for elementary students.
The What Works Clearinghouse (WWC) has released a revised intervention report on MyTeachingPartner–Secondary (MTP-S). The revised report incorporates an additional finding into the overall effectiveness rating for the intervention. As a result of this change, the effectiveness rating for MTP-S based on the existing studies is potentially positive effects, rather than no discernible effects.
Career Academies is a dropout prevention strategy for youth considered most at risk of dropping out of high school. The program integrates rigorous academic curricula with career themes, including health care, finance, technology, communications, and public service and includes work experience through partnerships with local employers. Based on the research, the WWC found Career Academies to have potentially positive effects on completing school and no discernible effects on staying in school or progressing in school for high-school aged youth.
This study examines the impacts of school closures in Ohio on displaced students, defined as those who attended the schools in their final operating year. The study included students in grades 3–8 at traditional public schools and charter schools that closed from 2006–12. The authors assessed impacts by comparing standardized test scores of displaced students and students who never attended a school that closed from 2006–12. The authors report that closing traditional public schools increased students’ math and reading test scores one, two, and three years after the closure. Closing charter schools increased students’ math test scores one, two, and three years after the closure, and reading test scores one and two years after the closure. The study does not meet WWC group design standards because the WWC cannot determine whether the study demonstrates baseline equivalence.
Researchers measured the effects of the afterschool program Fitness Improves Thinking in Kids (FITKids) on the executive control and physical fitness of 221 preadolescent students. The program is designed to increase physical fitness through a variety of activities. The study meets WWC group design standards without reservations.
This study examined whether participation in Reading Partners, a program that provides eligible elementary school students with tutoring from volunteers, had an impact on reading achievement. The program has six core components: (1) one-on-one tutoring; (2) dedicated school space for the tutoring program and use of resource materials; (3) a curriculum that tutors use with students; (4) regularly timed assessments; (5) training for tutors; and (6) instructional supervision and support for tutors. The study authors reported that the Reading Partners program led to improvements in reading fluency, reading comprehension, and sight word efficiency (pronouncing printed words).