Moylan, A., & Patel, R. (2018). San Francisco, CA: Rockman et al. https://rockman.com/docs/downloads/REA_LwL_FinalRpt.pdf.
Reviewed: April 2023
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.
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
SmarterBalanced Summative Assessment (Math achievement) 2-Year outcome for non-EL students |
Leading with Learning vs. Business as usual |
0 Days |
non-English Learners;
|
0.00 |
-0.15 |
No |
-- |
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Smarter Balanced Assessment Consortium (SBAC) - English Language Arts (ELA) |
Leading with Learning vs. Business as usual |
0 Days |
non-English Learners;
|
-0.02 |
-0.10 |
No |
-- |
Characteristics of study sample as reported by study author.
| Other or unknown | 100% |
| Other or unknown | 100% |
| Free or reduced price lunch (FRPL) | 91% | |
| Other or unknown | 9% |
The study was implemented across 10 public schools in two California school districts.
No description of the sample was provided.
The Leading with Learning (LWL) intervention uses a blended learning approach to provide systemic professional learning for teachers of English learners (ELs), instructional coaches, and district leaders. This three year project uses a hybrid professional learning model, involving both face-to-face and online sessions. The intervention attempts to increase student achievement by enhancing teachers' support for ELs through implementing EL practices and collaborating with the LWL community of professional learners.
Schools and teachers in the comparison condition implemented business as usual. Teachers received business as usual professional development and supports. Comparison students were likely exposed to instruction and support services as they had been in the past.
The intervention itself is supporting implementation through a professional learning community.
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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