Chin R. Reyes (2019). New Haven, CT: Yale University Child Study Center. https://medicine.yale.edu/childstudy/zigler/Images/LASErS_FINAL_REPORT_WEB_VERSION_tcm350-365841.pdf.
Reviewed: December 2021
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 |
|---|---|---|---|---|---|---|---|---|
|
NWEA Measures of Academic Progress (MAP) Reading |
Literacy and Academic Success for English Learners through Science (LASErS) vs. Business as usual |
0 Days |
Grade: 1, English learners sample;
|
169.05 |
162.55 |
No |
-- | |
|
Language Assessment Scales (LAS) Links English Language Proficiency Assessment |
Literacy and Academic Success for English Learners through Science (LASErS) vs. Business as usual |
0 Days |
Grade: 1, English learners sample;
|
424.08 |
415.09 |
No |
-- | |
|
Language Assessment Scales (LAS) Links English Language Proficiency Assessment |
Literacy and Academic Success for English Learners through Science (LASErS) vs. Business as usual |
0 Days |
Grade: K, English language learners only;
|
395.37 |
391.91 |
No |
-- | |
|
Developmental Indicators for the Assessment of Learning (DIAL-4) |
Literacy and Academic Success for English Learners through Science (LASErS) vs. Business as usual |
0 Days |
Grade: PK, English learners sample;
|
113.24 |
113.41 |
No |
-- | |
|
Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Next |
Literacy and Academic Success for English Learners through Science (LASErS) vs. Business as usual |
0 Days |
Grade: K, English language learners;
|
99.69 |
106.36 |
No |
-- |
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Developmental Indicators for the Assessment of Learning (DIAL-4) |
Literacy and Academic Success for English Learners through Science (LASErS) vs. Business as usual |
0 Days |
Grade: PK, includes full sample of PK students (including non-ELs);
|
114.78 |
113.03 |
No |
-- | |
|
Northwest Evaluation Association (NWEA) Measures of Academic Progress (MAP): Reading Achievement |
Literacy and Academic Success for English Learners through Science (LASErS) vs. Business as usual |
0 Days |
Grade: 1, includes full sample of 1st grade students (including non-ELs);
|
170.71 |
169.48 |
No |
-- |
Characteristics of study sample as reported by study author.
| Black | 32% | |
| Other or unknown | 60% | |
| White | 8% |
| Hispanic | 55% | |
| Not Hispanic or Latino | 45% |
The study took place in the Hartford (CT) Public Schools district with a focus on schools with low academic performance and a high percentage of English Learners. The program was phased in and took place during school year (SY) 2015-2016 for Pre-K, SY 2016-2017 for Kindergarten, and SY 2017-2018 for 1st grade.
Among the pre-K student sample, 52.7% of students were Latino/Hispanic; 24.9% were Black (non-Latino); 35.7% were English learners (operationally defined in PreK as predominant home language was not English); and 53.3% received free/reduced price lunch. Among the kindergarten student sample, 56.7% of students were Latino/Hispanic; 26.7% were Black (non-Latino); 27.4% were English learners, and 61.6% received free/reduced price lunch. Among the grade 1 student sample, 59.0% of students were Latino/Hispanic; 25.9% were Black (non- Latino); 29.2% were English learners; and 80.0% received free/reduced price lunch.
LASErS is a literacy-infused science program for prek and elementary schoolers that aims to improve the language proficiency and academic achievement of English Learners (ELs). The core components include two modules of four full-day professional development sessions for classroom teachers and coaches to support literacy through science exploration (total 8 days of training for each teacher and coach); coaching for classroom teachers from trained district instructional coaches; and family engagement events and resources for at-home literacy activities, including school-based family events and science literacy kits.
Schools in the comparison condition implemented the business-as-usual literacy curriculum. Teachers in the comparison condition 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.
Teachers received training and coaching in support of their implementation from trained coaches. Additionally, a Leadership Alliance team comprised of district and state leaders, EL literacy experts, science education experts and early learning system investors met quarterly to review and monitor LASErS implementation.
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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