WWC review of this study

A final report for the evaluation of the Achieve3000 programs

Shannon, L., & Grant, B-J. (2015). Charlottesville, VA: Magnolia Consulting. Retrieved from: https://eric.ed.gov/?id=ED563449

  • Randomized Controlled Trial
     examining 
    742
     Students
    , grades
    3-9

Reviewed: February 2018

Does not meet WWC standards

Characteristics of study sample as reported by study author.


  • 13% English language learners

  • 62% Free or reduced price lunch

  • Female: 47%
    Male: 53%
  • Race
    Asian
    4%
    Black
    21%
    Not specified
    8%
    White
    67%

  • Suburban, 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

    Northeast, South, West

Setting

The study sample included 3rd, 6th, and 9th grade students from four different school districts in three different regions of the United States. Researchers presented school district information at the full sample level. Two school districts were classified as from the Pacific region, one from the east north region, and one from the west south region using the US Census Bureau definition. Average student to teacher ratio varied between 15.57 and 25.14. Grade 6 and grade 9 samples constitute the portion of the study sample that is eligible for review under the Adolescent Literacy protocol, (version 3.0).

Study sample

The study sample included 3rd, 6th, and 9th grade students from four different school districts in three different regions of the United States. Researchers presented student demographic information at the full sample level. Fifty-three percent of the 1,012 students in the analysis sample were male, 37 percent were Hispanic or Latino, 67 percent were white, 21 percent were black or African American, 4.5 percent were Asian, and 8 percent were two or more races or other. Sixty-two percent of students in the analysis sample received free or reduced price lunch, 13 percent were English language learners, 12 percent were in a special education program, and 2.3 percent were classified as section 504.

Intervention Group

Study conditions were assigned at the teacher/classroom level. Treatment group teachers were instructed to implement the Achieve3000 program for at least 90 minutes per week. The average treatment teacher implemented Achieve3000 for just over 88 minutes per week, according to weekly logs kept by the teachers. While most teachers implemented the programs with no additional material, researchers reported that some teachers reported supplementing the Achieve3000 curriculum with additional material such as reading books, videos, or other teacher specific additions.

Comparison Group

Study conditions were assigned at the teacher/classroom level. Comparison group teachers were instructed to teach their usual literacy program. On average, comparison group teachers used their core literacy materials for just under 55 minutes per day. The majority of comparison group teachers reported supplementing their core materials with additional material such as reading books, videos, or other teacher-specific additions.

Support for implementation

Treatment teachers were given an orientation and training on Achieve3000 prior to the beginning of the 2014-2015 school year.

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.

  • Magnolia Consulting. (2017). An addendum to the final report for the evaluation of the Achieve3000 programs: Impact analyses for grades 6 and 9. Charlottesville, VA: Author.

Reviewed: October 2017

Does not meet WWC standards

Characteristics of study sample as reported by study author.


  • 13% English language learners

  • 62% Free or reduced price lunch
  • Race
    Asian
    4%
    Black
    21%
    Not specified
    8%
    White
    67%

  • Suburban, 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

    Northeast, South, West

Setting

The study sample included 3rd, 6th, and 9th grade students from four different school districts in three different regions of the United States. This SRG focuses only on the students in grade 3 (eligible for review under the Beginning Reading Interventions protocol, version 3.0). Researchers presented school district information at the full sample level. Two school districts were classified as from the Pacific region, one from the east north region, and one from the west south region using the US Census Bureau definition. Average student to teacher ratio varied between 15.57 and 25.14.

Study sample

Researchers randomly assigned study conditions to participating 3rd, 6th, and 9th grade teachers. The study sample included 3rd, 6th, and 9th grade students from four different school districts in three different regions of the United States. Researchers presented student demographic information at the full sample level. Fifty-three percent of the 1,012 students in the analysis sample were male, 37 percent were Hispanic or Latino, 67 percent were white, 21 percent were black or African American, 4.5 percent were Asian, and 8 percent were two or more races or other. Sixty-two percent of students in the analysis sample received free or reduced price lunch, 13 percent were English language learners, 12 percent were in a special education program, and 2.3 percent were classified as section 504.

Intervention Group

Study conditions were assigned at the teacher/classroom level. Treatment group teachers were instructed to implement the Achieve3000 program for at least 90 minutes per week. The average treatment teacher implemented Achieve3000 for just over 88 minutes per week, according to weekly logs kept by the teachers. While most teachers implemented the programs with no additional material, researchers reported that some teachers reported supplementing the Achieve3000 curriculum with additional material such as reading books, videos, or other teacher specific additions.

Comparison Group

Study conditions were assigned at the teacher/classroom level. Comparison group teachers were instructed to teach their usual literacy program.On average, comparison group teachers used their core literacy materials for just under 55 minutes per day. The majority of comparison group teachers reported supplementing their core materials with additional material such as reading books, videos, or other teacher-specific additions.

Support for implementation

Treatment teachers were given an orientation and training on Achieve3000 prior to the beginning of the 2014-2015 school year.

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.

  • Magnolia Consulting. (2017). An addendum to the final report for the evaluation of the Achieve3000 programs: Impact analyses for grades 6 and 9. Charlottesville, VA: Author.

 

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