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Differential effects of English language learner training and materials—On Our Way to English (OWE) and Responsive Instruction for Success (RISE)Differential effects of English language learner training and materials—On Our Way to English (OWE) and Responsive Instruction for Success (RISE)

Regional need and study purpose. English language learner students (ELLs) are the fastest growing segment of the student population in many states. Yet most teachers report not having taken part in professional development to address the needs of such students. This study examines the impact of using ELL-specific instruction materials in combination with professional development aligned with those materials.

Intervention description. On Our Way to English (OWE) provides elementary school teachers with a structure, sequence, and set of materials for language and literacy instruction for English language learners. Responsive Instruction for Success in English (RISE) complements the OWE classroom program with professional development to understand the content of OWE, the rationale for its structure, and practical strategies for its use.

Study design and period. The impact of OWE and RISE on student achievement is being evaluated through a cluster-randomized trial, with schools randomly assigned to a treatment or control group. The sample of 53 elementary schools, across 13 districts in three states, comprises small and large as well as rural, suburban, and urban schools. The 3,000 students are in grades 1–4 in year 1 of the study and grades 2–5 in year 2. The study period is 2006–10.

Key outcomes and measures. The main student outcome is improved student language skills, assessed using the revised IDEA Proficiency Tests (IPT). Teacher outcomes include changes in teaching practices for English language learner students as assessed through teacher logs, classroom observation, and interviews.

Data collection approach. Students will be tested in the fall and spring of year 1 and again in the fall of year 2. Data on teacher practices will be collected through online logs, classroom observations, and interviews.

Analysis plan. The effects of the combined OWE and RISE programs on the academic achievement of students in year 2 will be analyzed through a three-level hierarchical model, with students nested in classrooms. The effects on teacher pedagogical practices will be analyzed through a two-level hierarchical model, with teachers nested in schools.

Principal investigators. Sheila A. Arens, PhD, Mid-continent Research for Education and Learning.

Additional Information. Region, contact information, and references

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