WWC review of this study

Literacy and Academic Success for English Learners Through Science LASErS Evaluation Report

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.

  • Quasi-Experimental Design
     examining 
    3,836
     Students
    , grades
    PK-1

Reviewed: December 2021

No statistically significant positive
findings
Meets WWC standards with reservations
English language proficiency outcomes—Indeterminate effects found
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;
136 students

169.05

162.55

No

--
More Outcomes

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;
136 students

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;
128 students

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;
182 students

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;
132 students

99.69

106.36

No

--
General Literacy Achievement outcomes—Indeterminate effects found
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);
451 students

114.78

113.03

No

--
More Outcomes

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);
405 students

170.71

169.48

No

--


Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Characteristics of study sample as reported by study author.


  • 30% English language learners

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    Connecticut
  • Race
    Black
    32%
    Other or unknown
    60%
    White
    8%
  • Ethnicity
    Hispanic    
    55%
    Not Hispanic or Latino    
    45%

Setting

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.

Study sample

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.

Intervention Group

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.

Comparison Group

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.

Support for implementation

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.

 

Your export should download shortly as a zip archive.

This download will include data files for study and findings review data and a data dictionary.

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