Study: 81604

Grant Competition

Review Details

Reviewed: February 2016

At least one finding shows promising evidence of effectiveness

At least one statistically significant positive finding

Meets WWC standards without reservations

For:

Grant Competition (findings for Literacy-embedded science)

Using:

Rating:

Meets WWC standards without reservations

This review may not reflect the full body of research evidence for this intervention.

Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Findings

Science Achievement outcomes—Statistically significant positive effect found for the domain
Outcome measure	Comparison	Period	Sample	Intervention mean	Comparison mean	Significant?	Improvement index
Test 6 (Final) Passing	Literacy-embedded science vs. Business as usual	Posttest	Aggregate; 263 students	0.98	0.77	Yes	43
Test 2 (Chemistry) Passing	Literacy-embedded science vs. Business as usual	Posttest	Aggregate; 263 students	0.98	0.84	Yes	40
Test 4 (Earth/Space) Passing	Literacy-embedded science vs. Business as usual	Posttest	Aggregate; 263 students	0.94	0.77	No	--
Test 3 (Mid-term) Passing	Literacy-embedded science vs. Business as usual	Posttest	Aggregate; 263 students	0.93	0.76	No	--
TAKS Passing	Literacy-embedded science vs. Business as usual	Posttest	Aggregate; 263 students	0.96	0.89	No	--
Test 1 (Physics) Passing	Literacy-embedded science vs. Business as usual	Posttest	Aggregate; 263 students	0.95	0.91	No	--
Show Supplemental Findings
Test 6 (Final) Passing	Literacy-embedded science vs. Business as usual	Posttest	Male; 135 students	1.00	0.80	Yes	50
TAKS Passing	Literacy-embedded science vs. Business as usual	Posttest	Male; 135 students	1.00	0.92	Yes	50
Test 2 (Chemistry) Passing	Literacy-embedded science vs. Business as usual	Posttest	African American; 86 students	1.00	0.77	Yes	50
Test 6 (Final) Passing	Literacy-embedded science vs. Business as usual	Posttest	Hispanic; 177 students	0.98	0.80	Yes	45
Test 4 (Earth/Space) Passing	Literacy-embedded science vs. Business as usual	Posttest	African American; 86 students	0.96	0.62	Yes	45
Test 4 (Earth/Space) Passing	Literacy-embedded science vs. Business as usual	Posttest	Male; 135 students	0.98	0.79	Yes	43
Test 2 (Chemistry) Passing	Literacy-embedded science vs. Business as usual	Posttest	Male; 135 students	0.98	0.85	Yes	40
Test 6 (Final) Passing	Literacy-embedded science vs. Business as usual	Posttest	African American; 86 students	0.95	0.72	Yes	40
Test 3 (Mid-term) Passing	Literacy-embedded science vs. Business as usual	Posttest	African American; 86 students	0.91	0.59	Yes	39
Test 3 (Mid-term) Passing	Literacy-embedded science vs. Business as usual	Posttest	Male; 135 students	0.96	0.76	Yes	38
Test 1 (Physics) Passing	Literacy-embedded science vs. Business as usual	Posttest	African American; 86 students	0.96	0.80	No	--
TAKS Passing	Literacy-embedded science vs. Business as usual	Posttest	African American; 86 students	0.95	0.78	No	--
Test 2 (Chemistry) Passing	Literacy-embedded science vs. Business as usual	Posttest	Hispanic; 177 students	0.97	0.88	No	--
Test 4 (Earth/Space) Passing	Literacy-embedded science vs. Business as usual	Posttest	Hispanic; 177 students	0.94	0.85	No	--
Test 3 (Mid-term) Passing	Literacy-embedded science vs. Business as usual	Posttest	Hispanic; 177 students	0.94	0.86	No	--
Test 1 (Physics) Passing	Literacy-embedded science vs. Business as usual	Posttest	Male; 135 students	0.98	0.96	No	--
TAKS Passing	Literacy-embedded science vs. Business as usual	Posttest	Hispanic; 177 students	0.97	0.96	No	--
Test 1 (Physics) Passing	Literacy-embedded science vs. Business as usual	Posttest	Hispanic; 177 students	0.95	0.97	No	--

Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Sample Characteristics

Characteristics of study sample as reported by study author.

Female: 49%
Male: 51%
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Texas

Race
Black		33%

Ethnicity
Hispanic		67%

A Randomized Study of a Literacy-Integrated Science Intervention for Low-Socio-Economic Status Middle School Students: Findings from First-Year Implementation

Grant Competition

Review Details

Findings

Sample Characteristics