Publications & Products Search
Search Results: (1-15 of 660 records)
| Pub Number | Title |  Date |
|---|---|---|
| WWC SSR219 | WWC Review of the Report "Enhancing the Efficacy of Teacher Incentives through Loss Aversion: A Field Experiment"
The study examined whether offering different types of monetary incentives to teachers affected students' math achievement. Researchers analyzed student and teacher data from nine K-8 public schools in Chicago Heights, Illinois in 2010-11. Within each of the nine participating schools, 147 teachers were randomly assigned to one of four intervention groups that represented different incentive strategies (individual loss aversion, team loss aversion, individual gain, and team gain) or a comparison group that received no incentives. Researchers examined the effect of each type of incentive strategy group by comparing the test scores of students whose teachers were in one of the intervention groups to those of students whose teachers were in the comparison group. |
5/14/2013 |
| WWC SSR218 | WWC Review of the Report "The Effects of School Vouchers on College Enrollment: Experimental Evidence from New York City"
The study examined the effects of the New York School Choice Scholarships Foundation Program (SCSF) on college enrollment outcomes. The program provided private school vouchers to public school students from low-income families. Approximately 2,600 first- to fifth-grade New York City public school students from low-income families were randomly assigned either to be offered the SCSF program or not. Students in the intervention group received a school voucher of up to $1,400 annually to attend any private school in New York City. Students in the comparison group did not receive a voucher. Study authors assessed the effectiveness of the SCSF program on encouraging the college enrollment of participants by comparing college enrollment rates of students in the intervention and comparison groups through the fall of 2011 (within 3 years of expected graduation). |
5/14/2013 |
| WWC SSR10051 | WWC Review of the Report "The Effects of POWERSOURCE Intervention on Student Understanding of Basic Mathematical Principles"
The 2009 study, The Effects of POWERSOURCE Intervention on Student Understanding of Basic Mathematical Principles, examined the impact of POWERSOURCE, an intervention designed to help teachers provide individual instruction to their students in Algebra I. The program consists of formative assessments, instructional resources, and professional development for teachers. This study took place in seven districts in Arizona and California during the 2007-08 school year and used two different types of randomization. In three districts, teachers were randomly assigned to either a POWERSOURCE group or a comparison group, and in four districts schools, they were randomly assigned to either a POWERSOURCE group or a comparison group. The randomized controlled trial of the teachers is well-implemented and has low levels of sample attrition. This research meets WWC evidence standards without reservations. The randomized controlled trial of the schools does not meet WWC evidence standards due to high levels of attrition and analytic samples that were not demonstrated to be equivalent at baseline. |
5/1/2013 |
| WWC SSR217 | WWC Review of the Report "Findings from a Randomized Experiment of Playworks: Selected Results from Cohort 1"
The 2012 study, Findings from a Randomized Experiment of Playworks: Selected Results from Cohort 1, examined whether Playworks, a program that utilizes full-time coaches to provide structured play opportunities during recess and class time, reduces the number of disciplinary referrals in 25 low-income elementary schools in five U.S. cities during the 2010–11 school year. The Playworks program includes three main components: structured recess activities, class game time, and the junior coach program. This study is a well-implemented randomized controlled trial with low attrition at the school level, and the research described in the report meets WWC evidence standards without reservations. |
5/1/2013 |
| WWC QR20004 | Quick Review: "The Impact of Dual Enrollment on College Degree Attainment: Do Low-SES Students Benefit?"
This study used data from the National Education Longitudinal Study (NELS:88) to examine the effects of dual enrollment programs for high school students on college degree attainment. Dual enrollment programs allow high school students to take college courses and earn college credits while still in high school. |
4/24/2013 |
| WWC QR20005 | Quick Review: "Expanding College Opportunities for High-Achieving, Low Income Students"
The study is a randomized controlled trial. As such, it could potentially meet WWC evidence standards without reservations. However, there was attrition in the overall study sample, and more information is needed to determine whether attrition rates were similar in the intervention and comparison groups. A more thorough review (forthcoming) will explore this issue further and will determine the final study rating. |
4/17/2013 |
| WWC IRL625 | Read Naturally
Read Naturally is a supplemental reading program designed to improve the reading fluency, accuracy, and comprehension of elementary and middle school students using a combination of books, audio CDs, and computer software. The program utilizes three main strategies: modeling of story reading, repeated reading of text, and systematic monitoring of student progress. The WWC found that Read Naturally has potentially positive effects on general literacy achievement for adolescent readers. |
3/19/2013 |
| WWC IRL172 | Fast ForWord
Fast ForWord is a computer-based reading program intended to help students develop and strengthen the cognitive skills necessary for successful reading and learning. The program is designed to adapt the nature and difficulty of the content based on individual student's responses and includes three series: Fast ForWord Language, Fast ForWord Literacy, and Fast ForWord to Reading. The WWC found that Fast ForWord has positive effects on alphabetics, no discernible effects on reading fluency, and mixed effects on comprehension for beginning readers. |
3/19/2013 |
| WWC IRECE260 | Ladders to Literacy
Ladders to Literacy is a supplemental early literacy curriculum composed of 60 activities designed to develop children’s print/book awareness, metalinguistic awareness, and oral language skills. The Ladders to Literacy activities can be implemented in a variety of early childhood settings and adapted for children with special needs. The WWC found that Ladders to Literacy has potentially negative effects on oral language and no discernible effects on print knowledge, phonological processing, and math for preschool children. |
3/12/2013 |
| WWC IRECE512 | The Creative Curriculum
The Creative Curriculum for Preschool is an early childhood curriculum that focuses on project-based investigations designed to foster social/emotional, physical, cognitive, and language development in children. The WWC found The Creative Curriculum for Preschool to have no discernible effects on oral language, print knowledge, phonological processing, or math for preschool children. |
3/5/2013 |
| WWC IRECE57 | Bright Beginnings
Bright Beginnings is an early childhood curriculum that focuses on building early language and literacy skills through nine thematic units designed to enhance cognitive, social, emotional, and physical development. The WWC found that Bright Beginnings has no discernible effects on oral language, print knowledge, phonological processing, or math for preschool children. |
3/5/2013 |
| WWC IRCYD623 | Second Step
Second Step is a classroom-based social skills program for students in preschool through junior high (ages 4-14 years). Second Step is designed to reduce impulsive, high-risk, and aggressive behaviors and increase children's social competence and other protective factors. No studies of Second Step meet WWC evidence standards. Therefore, the WWC is unable to draw any conclusions based on research about the impacts of Second Step on these children. More high-quality research is needed to determine if the program works for children classified with an emotional disturbance (or children at risk for classification). |
3/5/2013 |
| WWC IRM539 | Voyages
Voyages is a supplementary mathematics curriculum that utilizes activity-based instruction, independent student practice, and regular topic assessments. The WWC is unable to draw any conclusions about the impacts of Voyages on elementary school students because none of the available research on the program’s effects on these students meets WWC evidence standards. More high-quality research is needed on the program to determine its effectiveness. |
3/5/2013 |
| WWC IRM624 | Vmath
Vmath is a supplemental mathematics curriculum for students in grades 2-8 who are struggling with math. The program provides teachers with a specific, detailed script for each lesson and aims to improve understanding of math concepts and performance on high-stakes assessments. The WWC is unable to draw any conclusions about the impacts of Vmath on elementary school students because none of the available research on the program’s effects on these students meets WWC evidence standards. More high-quality research is needed on the program to determine its effectiveness. |
3/5/2013 |
| 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 |
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