WWC review of this study

The district-wide effectiveness of the Achieve3000 program: A quasi-experimental study.

Borman, G. D., Park, S. J., & Min, S. (2015). Madison: Measured Decisions, Inc. and the University of Wisconsin-Madison. Retrieved from: https://eric.ed.gov/?id=ED558845

  • Quasi-Experimental Design
     examining 
    9,527
     Students
    , grades
    4-8

Reviewed: February 2018

At least one statistically significant positive finding
Meets WWC standards with reservations
Literacy achievement outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
ESSA
rating

California Standards Test English Language Arts (CST-ELA)

Achieve3000® vs. Business as usual

1 Year

Grades 4-8;
9,527 students

379.71

377.36

Yes

 
 
2
More Outcomes
Show Supplemental Findings

California Standards Test English Language Arts (CST-ELA)

Achieve3000® vs. Business as usual

1 Year

Grade 7;
258 students

402.83

384.88

Yes

 
 
16

California Standards Test English Language Arts (CST-ELA)

Achieve3000® vs. Business as usual

1 Year

Grade 8;
211 students

382.49

374.35

--

--

California Standards Test English Language Arts (CST-ELA)

Achieve3000® vs. Business as usual

1 Year

Grade 4;
3,006 students

369.45

363.49

Yes

 
 
4

California Standards Test English Language Arts (CST-ELA)

Achieve3000® vs. Business as usual

1 Year

Grade 5;
3,026 students

389.50

388.82

No

--

California Standards Test English Language Arts (CST-ELA)

Achieve3000® vs. Business as usual

1 Year

Grade 6;
3,054 students

378.19

379.21

No

--

Characteristics of study sample as reported by study author.


  • 30% English language learners

  • 49% Free or reduced price lunch

  • Female: 51%
    Male: 49%
  • Race
    Asian
    14%
    Black
    3%
    Not specified
    71%
    White
    12%
  • Ethnicity
    Hispanic
    69%
    Not Hispanic
    31%

  • Suburban
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    California

Setting

The study was conducted in the Chula Vista school district in California.

Study sample

This study examined the effects of Achieve3000® in 16 schools in the Chula Vista school district and used demographically similar schools in the same school district as a comparison group. The study took place over one school year (2011–12) and included students in grades 4–8. The authors matched Achieve3000® students and comparison students on achievement measures and demographics. The study participants were 69% Hispanic, 14% Asian, 12% White, and 3% African-American. About 30% of students were English learners. About 49% of the study participants received free or reduced-price lunch, and females made up 51% of the sample. The analytic sample included 9,527 students: 1,957 students were in the Achieve3000® group, and 7,570 students were in the comparison group.

Intervention Group

Intervention students received the Achieve3000® program over one school year. Most intervention students completed, on average, one or two Achieve3000® activities per week. The Achieve3000® intervention was used to supplement a standard core English language arts curriculum. The authors did not identify which core curriculum was used or provide any other information about the implementation of the Achieve3000® intervention.

Comparison Group

The comparison students did not have access to the Achieve3000® program. They received English language arts instruction as usual.

Support for implementation

Schools implementing Achieve3000® purchased Professional Learning Services along with the programs. These services included 1–3 days per year of on-site support by trainers, including training for teachers new to the school, familiarizing returning teachers with upgrades to the program, one-on-one consulting with teachers, and modeling of best practices.

Reviewed: July 2017

Study sample characteristics were not reported.
 

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