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Research
One study (Carlo, August, McLaughlin, Snow, Dressler, Lippman, Lively, & White, 2004)5 reviewed by the WWC investigated the effects of VIP. It was a randomized controlled trial that met WWC evidence standards with reservations due to differential attrition. 6
In this study, 17 classrooms from three states were randomly assigned, within each state, to the intervention (n=10) or comparison group (n=7), but one comparison group teacher withdrew from the study prior to the start of the intervention. The 16 classrooms included both fluent English speakers and English language learners. The study author reported findings for the full sample,7 but provided the WWC with data on the English language learner subsample that is the focus of this WWC report. The 16 classrooms included 142 fifth grade English language learner students (94 in the intervention group and 48 in the comparison group). Students in the comparison group received their regular classroom instruction. The study took place over two years.
6 The study met WWC standards with reservations because one classroom in the control group withdrew from the study. The WWC obtained this information through correspondence with the study author.
7 The study authors' analyses did not show an interaction between treatment and language status (English language learner versus fluent English speaker).