Search Results: (1-15 of 406 records)
|WWC IRDIS528||Unbranded Orton-Gillingham-based Interventions
No studies of unbranded Orton-Gillingham–based strategies that fall within the scope of the Students with Learning Disabilities review protocol meet What Works Clearinghouse (WWC) evidence standards. The lack of studies meeting WWC evidence standards means that, at this time, the WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of unbranded Orton-Gillingham–based strategies for students with learning disabilities.
|WWC IRPE651||First Year Experience Courses for Students in Developmental Education
First year experience courses for students in developmental education are designed to ease the transition to college by providing academic and social development supports. Although course content and focus may vary, most are designed to introduce students to campus resources, provide training in time management and study skills, and address student development issues. First year experience courses, also called success courses, study skills, student development, or new student orientation courses, are often linked with or taken concurrently with developmental courses.
The WWC recently reviewed the research on the impacts of first year experience courses for students in developmental education. One study met WWC group design standards and included 911 freshman college students in developmental education at one technical community college in the United States. Based on this study, the WWC found the practice to have no discernible effects on academic achievement, progress through developmental education, and credit accumulation and persistence for postsecondary students.
|WWC IRM464||Singapore Math
No studies of Singapore Math that fall within the scope of the Primary Mathematics review protocol meet WWC group design standards. Because no studies meet WWC group design standards at this time, the WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of Singapore Math on the achievement of primary students in kindergarten through grade 8. Research that meets WWC design standards is needed to determine the effectiveness or ineffectiveness of this intervention.
|WWC IRPE631||Developmental Summer Bridge Programs
Developmental summer bridge programs provide accelerated instruction in areas where additional knowledge and skills are needed to help students succeed in higher education. They are intended to reduce the need for developmental education and allow students to begin earning college credit upon enrollment.
In a recent systematic review of studies on these programs, the WWC identified one study of the impacts of developmental summer bridge programs that met WWC standards. In this study, the overall effects of developmental summer bridge programs on academic achievement, postsecondary enrollment, and credit accumulation for postsecondary students were neither statistically significant nor large enough to be considered substantively important. Therefore, the WWC determined that developmental summer bridge programs have no discernible effects on academic achievement, postsecondary enrollment, and credit accumulation for postsecondary students.
|WWC SSR10111||WWC Review of the Report "The Impact of Indiana's System of Interim Assessments on Mathematics and Reading Achievement"
The study, The Impact of Indiana's System of Interim Assessments on Mathematics and Reading, examined the effects of using Diagnostic Assessment Tools (DAT) on mathematics and reading outcomes for students in 59 Indiana schools during the 2009-10 academic year. DAT consists of interim assessment tools--Wireless Generation's mCLASS for students in grades K-2 and CTB/McGraw-Hill's Acuity for students in grades 3-8--modified to align with Indiana's state assessments. The goal is for teachers to use the assessment results to tailor instruction to students needs. After random assignment, schools in the intervention group received DAT, and schools in the comparison group did not receive the assessment tools or associated training. The study is a well-executed randomized controlled trial with low sample attrition. A subset of the analyses described in the study meets WWC group design standards without reservations. The study authors found, and the WWC confirmed, that the use of DAT did not have a statistically significant impact on general mathematics achievement or reading achievement for the full sample of students in grades K-8, but that the use of DAT did have statistically significant positive effects for grades 5 and 6 in mathematics achievement and grades 3-5 in reading achievement.
|WWC IRL631||Academy of READING
Academy of READING is an online program that aims to improve students' reading skills using a structured and sequential approach to learning in five core areas--phonemic awareness, phonics, fluency, vocabulary, and comprehension. The WWC identified 38 studies of Academy of READING for adolescent readers that were published or released between 1989 and 2013. Only one of the studies met the WWC criteria for an eligible sample and research design, as described in the Adolescent Literacy review protocol. This study does not meet WWC group design standards. Therefore, more research is needed to determine the impacts of Academy of READING on adolescent readers.
|WWC SSR10113||WWC Review of the Report "Does Working Memory Moderate the Effects of Fraction Intervention? An Aptitude-Treatment Interaction"
The 2013 study, Does Working Memory Moderate the Effects of Fraction Intervention? An Aptitude-Treatment Interaction, examined the impacts of the fluency and conceptual versions of Fraction Face-Off!, a math instruction program designed to improve knowledge of fractions and decimals in fourth-graders at risk for low mathematics achievement. The program emphasizes the measurement approach to teaching fractions and the use of a number line to represent, compare, and order fractions. For this study, students were randomly assigned to three conditions: a fluency group, a conceptual group, and a comparison group. The analytic sample included 243 students. This well-executed study that meets WWC group design standards without reservations found that both fluency and conceptual versions of the program had positive impacts on math achievement.
|WWC SSR20120||WWC Review of the Report "Freshman Year Financial Aid Nudges: An Experiment to Increase FAFSA Renewal and College Persistence"
The 2014 study, Freshman Year Financial Aid Nudges: An Experiment to Increase FAFSA Renewal and College Persistence, 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. The study sample included 808 students, most of whom were attending a postsecondary institution in Massachusetts. Students in the intervention group received text messages approximately every 2 weeks. The messages offered assistance with the financial aid process, reminders of important deadlines, and reminders about maintaining satisfactory grades. The comparison group did not receive the text messages. Study results demonstrated that while text messaging the financial aid renewal information had no significant effect overall on the rates of student persistence from their freshman to their sophomore years, it was effective in increasing freshman to sophomore year persistence at 2-year colleges. This is a well-executed randomized controlled trial that meets WWC group design standards without reservations.
|WWC IRPE629||Residential Learning Communities
Residential learning communities in postsecondary education, also known as living-learning programs, aim to improve student learning and success by integrating students’ academic and daily living environments. Students participating in these programs live together (usually in a residential dormitory), take certain classes together, and engage in structured co-curricular and extracurricular activities. The goal is to create deep social and academic connections that serve to both enhance learning and increase student success. The WWC identified eight studies of residential learning communities in postsecondary education that were published or released between 1999 and 2012, none of which both fall within the scope of the Developmental Students in Postsecondary Education topic area and meet WWC group design standards. Because no studies meet WWC group design standards at this time, the WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of these programs for students in postsecondary developmental education. Additional research is needed to determine the impacts of residential learning communities on this student population.
|WWC IRPE630||Linked Learning Communities
Linked learning communities in postsecondary education are programs defined by having social and curricular linkages that provide undergraduate students with intentional integration of the themes and concepts that they are learning. The theory behind these programs is that active learning in a community-based setting can improve academic outcomes by increasing social as well as academic integration. The WWC identified six studies of linked learning communities and their impacts on the enrollment and achievement of postsecondary students in developmental education. All six studies meet WWC standards without reservations and included about 7,400 undergraduate students across six community colleges. Overall, the effects of linked learning communities on academic achievement, degree attainment, postsecondary enrollment, credit accumulation, and progress in developmental education for postsecondary students were neither statistically significant nor large enough to be considered to be substantively important. Therefore, the WWC considers linked learning communities to have no discernible effects on these outcomes for community college students in developmental education.
|WWC IRLIT68||Carbo Reading Styles Program
The Carbo Reading Styles Program® is a literacy intervention for students in grades K–12 that aims to meet the individual needs of learners through assessment and tailoring of the instruction to students’ particular reading learning styles. The term “learning styles” refers to the concept that different students may need different instructional approaches. Students’ preferred learning styles are classified as auditory, visual, or kinesthetic (a style in which learning takes place by the student carrying out a physical activity). The intervention uses the Reading Styles Inventory®, which determines a student’s learning style for reading and provides specific teaching recommendations that accommodate that style. Teachers receive training in the implementation of the Carbo Reading Styles Program® and a variety of teaching methods appropriate to the different reading styles of their students. The Carbo Reading Styles Program® can be used in individual and group settings as a primary or supplementary program. This review of the Carbo Reading Styles Program® for Beginning Reading focuses on students in grades K–3.
|WWC IRCWD628||Fast Track: Elementary School
Fast Track is a comprehensive intervention designed to reduce conduct problems and promote academic, behavioral, and social improvement. The program’s components include the Promoting Alternative THinking Strategies curriculum, parent groups, parent–child sharing time, child social skills training, home visiting, child peer-pairing, and academic tutoring. The WWC identified one study of Fast Track that both falls within the scope of the Children Classified as Having an Emotional Disturbance topic area and meets WWC group design standards. This study meets standards without reservations and included 891 students who were identified in kindergarten as being behaviorally disruptive and at high risk for long-term antisocial behavior in 54 schools in four locations. For children classified as having an emotional disturbance (or children at risk for classification), Fast Track was found to have potentially positive effects on emotional/internal behavior, reading achievement/literacy, external behavior, and social outcomes.
|WWC SSR232||WWC Review of the Report "The Short-Term Effects of the Kalamazoo Promise Scholarship on Student Outcomes"
Researchers examined the impacts of the Kalamazoo Promise Scholarship program on academic and behavioral outcomes of students in grades 9–12 in Kalamazoo Public Schools (KPS). The Kalamazoo Promise Scholarship program offers college scholarships to graduating high school students in the KPS district. The percentage of tuition and fees covered is dependent on how long a student has attended school in the district. Students attending since kindergarten receive the full 100% of tuition and fees. Students attending since ninth grade receive a scholarship covering 65%. Students who enter KPS in tenth grade or later are not eligible to receive the scholarship. To assess the program’s impacts, researchers compared the academic and behavioral outcomes of students in high school, before and after the Kalamazoo Promise Scholarship program was introduced. Student outcomes that were included in the study were: student grade point averages, whether students earned course credits, the number of course credits earned, incidence of and number of days spent in suspension, and incidence of and number of days spent in in-school detention. This study uses a quasi-experimental design in which baseline equivalence of the groups cannot be demonstrated. Therefore, the research does not meet WWC group design standards.
|WWC QR20121||Interactive Online Learning on Campus: Testing MOOCs and Other Platforms in Hybrid Formats in the University System of Maryland
This study measured the impact of using hybrid forms of interactive online learning in seven undergraduate courses across universities in the University System of Maryland. In college courses, interactive online learning typically involves video lectures, extensive opportunities for discussion and interaction with instructors and peers, and online assignments and exams. Hybrid forms of such courses combine online learning components with traditional face-to-face instruction. In this study, college students enrolled in hybrid sections of biology, statistics, pre-calculus, computer science, or communications or in sections that used the traditional face-to-face format. The authors measured the impact of these hybrid courses on course pass rates, student grades, and on exam questions that were common across the hybrid and face-to-face courses. Due to the significant cost savings possible with interactive online learning platforms, the study authors examined whether students participating in online learning courses performed as well as or better than students in traditional courses.
|WWC SSR10057||WWC Review of the Report “Longitudinal Evaluation of a Scale-Up Model for Teaching Mathematics with Trajectories and Technologies”
The 2012 study, Longitudinal Evaluation of a Scale-Up Model for Teaching Mathematics with Trajectories and Technologies, examined the effects of Technology-enhanced, Research-based, Instruction, Assessment, and professional Development (TRIAD), a math intervention for preschoolers that combines a curriculum, a software-based teaching tool, and in-person teacher professional development. TRIAD is designed for young children, particularly those at risk of low math achievement. The study also included an assessment of whether continuing the intervention through kindergarten improved math achievement at the end of kindergarten. To measure the impacts of the program, researchers randomized 42 schools to implement TRIAD or to not implement TRIAD. The researchers then assessed the math achievement of 963 children from 42 schools at the start of preschool (prior to intervention), at the end of preschool (after 1 year of study participation), and at the end of kindergarten (after 2 years of study participation). 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 is a randomized controlled trial that demonstrates baseline equivalence but has unknown levels of study attrition.