WWC review of this study

A randomized experiment of a cognitive strategies approach to text-based analytical writing for mainstreamed Latino English language learners in grades 6 to 12.

Kim, J. S., Olson, C. B., Scarcella, R., Kramer, J., Pearson, M., van Dyk, D., Collins, P., & Land, R. E. (2011). Journal of Research on Educational Effectiveness, 4(3), 231–263. Retrieved from: https://eric.ed.gov/?id=EJ932553

  • Randomized Controlled Trial
     examining 
    2,726
     Students
    , grades
    6-12

Reviewed: July 2017

At least one statistically significant positive finding
Meets WWC standards without reservations
Overall writing quality outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Assessment of Literary Analysis, writing assessment

Secondary Writing vs. Business as usual

0 Years

Full sample;
101 teachers

N/A

N/A

Yes

 
 
14
More Outcomes

California Standards Test, writing subtest

Secondary Writing vs. Business as usual

0 Years

Full sample;
95 teachers

N/A

N/A

Yes

 
 
3
Show Supplemental Findings

Assessment of Literary Analysis, writing assessment

Secondary Writing vs. Business as usual

1 Year

Full sample;
1,133 students

N/A

N/A

Yes

 
 
16

California Standards Test, writing subtest

Secondary Writing vs. Business as usual

1 Year

Full sample;
1,733 students

N/A

N/A

No

--

Characteristics of study sample as reported by study author.

    • B
    • A
    • C
    • D
    • E
    • F
    • G
    • I
    • H
    • J
    • K
    • L
    • P
    • M
    • N
    • O
    • Q
    • R
    • S
    • V
    • U
    • T
    • W
    • X
    • Z
    • Y
    • a
    • h
    • i
    • b
    • d
    • e
    • f
    • c
    • g
    • j
    • k
    • l
    • m
    • n
    • o
    • p
    • q
    • r
    • s
    • t
    • u
    • x
    • w
    • y

    California

Setting

The study took place in 15 secondary schools in Santa Ana Unified School District, California.

Intervention Group

Teachers received professional development through the Pathway Project on reading and writing strategy instruction. They modeled the strategies in class and gave students time to practice and reflect on their use of writing strategies. They used an on-demand writ­ing assessment to gauge student needs and progress. The intervention was implemented over 2 school years, with effects measured after 1 year and after 2 years.

Comparison Group

Teachers received professional development that emphasized inter­preting test data, using test data to improve state standardized test scores, helping students improve their summarizing strategies during reading activities, forming profes­sional learning communities, and understanding the core English language arts textbook.

In the case of multiple manuscripts that report on one study, the WWC selects one manuscript as the primary citation and lists other manuscripts that describe the study as additional sources.

  • Olson, C. B., Kim, J. S., Scarcella, R., Kramer, J., Pearson, M., van Dyk, D., Collins, P., & Land, R. (2012). Enhancing the interpretative reading and analytical writing of mainstreamed English learners in secondary school: Results from a randomized field trial using a cognitive strategies approach. American Educational Research Journal, 4(2), 323–355.

Reviewed: April 2014

Meets WWC standards without reservations

Characteristics of study sample as reported by study author.


  • 88% English language learners

  • 79% Free or reduced price lunch

  • Female: 51%
    Male: 49%
  • Ethnicity
    Hispanic
    95%
    Not Hispanic
    5%

  • Urban

Reviewed: February 2014

At least one finding shows strong evidence of effectiveness
At least one statistically significant positive finding
Meets WWC standards without reservations
English language arts achievement outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Assessment of Literary Analysis (ALA)

Pathway Project vs. Another intervention

Post-test (year 1)

Full sample;
1,393 students

6.27

5.82

Yes

 
 
9
 
More Outcomes

California Standards Test English/Language Arts (CST-ELA): Writing subtest

Pathway Project vs. Another intervention

Post-test (year 1)

Full sample;
2,721 students

0.04

-0.05

Yes

 
 
4
 

California Standards Test English/Language Arts (CST-ELA)- scaled score

Pathway Project vs. Another intervention

Post-test (year 1)

Full sample;
2,726 students

327.66

325.60

No

--
Reading achievement outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

California Standards Test English/Language Arts (CST-ELA): Reading subtest

Pathway Project vs. Another intervention

Post-test (year 1)

Full sample;
2,711 students

0.02

-0.02

No

--

Characteristics of study sample as reported by study author.


  • 100% English language learners

  • 79% Free or reduced price lunch

  • Female: 51%
    Male: 49%
  • Ethnicity
    Hispanic
    95%
    Not Hispanic
    5%

  • Urban
    • B
    • A
    • C
    • D
    • E
    • F
    • G
    • I
    • H
    • J
    • K
    • L
    • P
    • M
    • N
    • O
    • Q
    • R
    • S
    • V
    • U
    • T
    • W
    • X
    • Z
    • Y
    • a
    • h
    • i
    • b
    • d
    • e
    • f
    • c
    • g
    • j
    • k
    • l
    • m
    • n
    • o
    • p
    • q
    • r
    • s
    • t
    • u
    • x
    • w
    • y

    California

Reviewed: August 2012

At least one finding shows strong evidence of effectiveness
At least one statistically significant positive finding
Meets WWC standards without reservations
English language development outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Assessment of Literary Analysis (ALA)

Pathway Project vs. Professional development

Posttest

Grades 6-12;
1,393 students

6.44

5.82

Yes

 
 
14
 
More Outcomes

California Standards Test (CST): Writing

Pathway Project vs. Professional development

Posttest

Grades 6-12;
2,721 students

0.04

-0.05

Yes

 
 
4
 
Reading achievement outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

California Standards Test (CST): Readng

Pathway Project vs. Professional development

Posttest

Grades 6-12;
2,711 students

0.02

-0.02

No

--

Characteristics of study sample as reported by study author.


  • 100% English language learners

  • 79% Free or reduced price lunch

  • Female: 51%
    Male: 49%
  • Ethnicity
    Hispanic
    95%
    Not Hispanic
    5%
    • B
    • A
    • C
    • D
    • E
    • F
    • G
    • I
    • H
    • J
    • K
    • L
    • P
    • M
    • N
    • O
    • Q
    • R
    • S
    • V
    • U
    • T
    • W
    • X
    • Z
    • Y
    • a
    • h
    • i
    • b
    • d
    • e
    • f
    • c
    • g
    • j
    • k
    • l
    • m
    • n
    • o
    • p
    • q
    • r
    • s
    • t
    • u
    • x
    • w
    • y

    California
 

Your export should download shortly as a zip archive.

This download will include data files for study and findings review data and a data dictionary.

Connect With the WWC

loading
back to top