Shannon, Lisa; Grant, Billie-Jo (2015). Retrieved from: https://eric.ed.gov/?id=ED563449
Reviewed: February 2018
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.
Please see the WWC summary of evidence for Achieve3000®.
Characteristics of study sample as reported by study author.
| Asian | 4% | |
| Black | 21% | |
| Other or unknown | 8% | |
| White | 67% |
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).
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.
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.
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.
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
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.
Please see the WWC summary of evidence for Achieve3000®.
Characteristics of study sample as reported by study author.
| Asian | 4% | |
| Black | 21% | |
| Other or unknown | 8% | |
| White | 67% |
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.
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.
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.
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.
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.
An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
An outcome is the knowledge, skills, and attitudes that are attained as a result of an activity. An outcome measures is an instrument, device, or method that provides data on the outcome.
A finding that is included in the effectiveness rating. Excluded findings may include subgroups and subscales.
The sample on which the analysis was conducted.
The group to which the intervention group is compared, which may include a different intervention, business as usual, or no services.
The timing of the post-intervention outcome measure.
The number of students included in the analysis.
The mean score of students in the intervention group.
The mean score of students in the comparison group.
The WWC considers a finding to be statistically significant if the likelihood that the finding is due to chance alone, rather than a real difference, is less than five percent.
The WWC reviews studies for WWC products, Department of Education grant competitions, and IES performance measures.
The name and version of the document used to guide the review of the study.
The version of the WWC design standards used to guide the review of the study.
The result of the WWC assessment of the study. The rating is based on the strength of evidence of the effectiveness of the intervention. Studies are given a rating of Meets WWC Design Standards without Reservations, Meets WWC Design Standards with Reservations, or >Does Not Meet WWC Design Standards.
A related publication that was reviewed alongside the main study of interest.
Study findings for this report.
Based on the direction, magnitude, and statistical significance of the findings within a domain, the WWC characterizes the findings from a study as one of the following: statistically significant positive effects, substantively important positive effects, indeterminate effects, substantively important negative effects, and statistically significant negative effects. For more, please see the WWC Handbook.
The WWC may review studies for multiple purposes, including different reports and re-reviews using updated standards. Each WWC review of this study is listed in the dropdown. Details on any review may be accessed by making a selection from the drop down list.
Tier 1 Strong indicates strong evidence of effectiveness,
Tier 2 Moderate indicates moderate evidence of effectiveness, and
Tier 3 Promising indicates promising evidence of effectiveness,
as defined in the
non-regulatory guidance for ESSA
and the regulations for ED discretionary grants (EDGAR Part 77).
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