Search Results: (1-15 of 309 records)
|WWC 2023003||Reading Apprenticeship® Intervention Report
This What Works Clearinghouse (WWC) intervention report summarizes the research on the effectiveness of Reading Apprenticeship®, a professional development program that aims to help teachers improve student literacy skills in core academic subjects, including English, mathematics, science, and social studies. Reading Apprenticeship® trains teachers to model reading comprehension strategies and help students practice these strategies. Based on five studies that meet WWC standards, the WWC found moderate evidence that Reading Apprenticeship® positively impacted student science achievement and overall grade point average, compared with students whose teachers did not receive Reading Apprenticeship® professional development. The WWC found uncertain effects on student achievement in life sciences, social studies, literacy, reading comprehension, vocabulary, and mathematics.
|WWC 2023001||Dual Language Programs Intervention Report
This What Works Clearinghouse (WWC) intervention report summarizes the research on dual language programs. Dual language programs can help native English speakers develop proficiency in a second language and English learners develop proficiency in both their native language and English. Typically, in dual language programs, classroom teachers instruct students from an early age and over multiple years in both English and a second language called the partner language. These programs vary widely by partner language, primary language of the student population, and duration. Most of the studies examined do not meet WWC standards. Based on the two studies that meet WWC standards, the WWC found moderate evidence that dual language programs positively impacted student literacy achievement in English compared with instructional programs in English only. The WWC found uncertain effects on science and mathematics achievement. More high-quality research is needed to understand the effects of dual language programs in varied contexts.
|WWC 2022005||Social Belonging Intervention Report
This What Works Clearinghouse (WWC) intervention report summarizes the research on Social Belonging interventions that support postsecondary success. Social Belonging interventions for college students aim to reduce the impacts of negative stereotypes that may burden students in underrepresented groups and affect their persistence in college. Examples of such groups are racial or ethnic minority groups, women in engineering, and first-generation college students. There are different variations of Social Belonging interventions, but they all have in common a goal of influencing students' sense that they could be successful within a college setting. Based on the research, the WWC found that Social Belonging interventions have mixed effects on academic achievement and progressing in college, and have no discernible effects on college enrollment.
|WWC 2022006||Growth Mindset Intervention Report
This What Works Clearinghouse (WWC) intervention report summarizes the research on Growth Mindset interventions that support postsecondary success. Growth Mindset interventions aim to improve college persistence and academic achievement by encouraging students to view intelligence as a "malleable" characteristic that grows with effort, and to view academic challenges as temporary setbacks that they can overcome. Based on the research, the WWC found that Growth Mindset interventions have potentially positive effects on academic achievement and have no discernible effects on college enrollment and progressing in college.
|WWC 2022004||Pathway to Academic Success Project Intervention Report
This What Works Clearinghouse (WWC) intervention report summarizes the research on the Pathway to Academic Success Project. The Pathway to Academic Success Project trains teachers to improve the reading and writing abilities of English learners who have an intermediate level of English proficiency by incorporating cognitive strategies into reading and writing instruction. The cognitive strategies include setting goals, tapping prior knowledge, asking questions, making predictions, articulating and revising understanding of text, and evaluating writing. Based on the research, the WWC found that implementing the Pathway to Academic Success Project has potentially positive effects on writing quality, writing conventions, and literacy achievement, compared with business-as-usual professional development and English language arts instruction.
|WWC 2022001||Project QUEST Intervention Report
Project QUEST provides comprehensive support services to help students complete occupational training programs at local community colleges and professional training institutes, pass certification exams, and obtain well-paying jobs in targeted sectors of the local economy. Based on the research, the WWC found that Project QUEST has positive effects on industry-recognized credential, certificate, or license completion; potentially positive effects on credit accumulation; no discernable effects on short-term employment, short-term earnings, medium-term employment, medium-term earnings, and long-term earnings; and potentially negative effects on postsecondary degree attainment.
|WWC 2022002||Year Up Intervention Report
Year Up is an intervention that provides six months of occupational and technical training in the information technology and financial service sectors followed by six-month internships, together with other supports that ensure students have strong connections to employment. Based on the research, the WWC found that Year Up has positive effects on short-term earnings and no discernable effects on short-term employment, medium-term earnings, industry-recognized credential, certificate, or license completion, or medium-term employment.
|WWC 2021011||University of Chicago School Mathematics Project (UCSMP)
This WWC intervention report summarizes the research on University of Chicago School Mathematics Project (UCSMP), which is a core mathematics curriculum for middle school that includes materials and a routinized instructional approach with an option for teacher training. The curriculum is designed to teach students mathematics concepts, applications, and skills using an inquiry-based approach with a focus on active learning. The report focuses on two UCSMP courses: Pre-Transition Mathematics and Transition Mathematics. Pre-Transition Mathematics teaches arithmetic, algebra, geometry, probability, and statistics. Transition Mathematics teaches more advanced arithmetic, algebra, and geometry, and connects these areas to measurement, probability, and statistics. Based on the research, the WWC found that implementing UCSMP has no discernible effects on general mathematics achievement and no discernible effects on algebra achievement for students in grades 6 to 9, relative to other math curricula used in study schools.
|WWC 2021010||Science Teachers Learning through Lesson Analysis (STeLLA®)
This What Works Clearinghouse (WWC) intervention report summarizes the research on Science Teachers Learning through Lesson Analysis (STeLLA®). STeLLA® is a professional development program, developed by BSCS Science Learning, that aims to improve students' science achievement by improving elementary teachers' science content knowledge and instruction. Based on the research, the WWC found that implementing STeLLA® has potentially positive effects on science achievement for students in grades 4 and 5.
|WWC 2021043||Bottom Line Intervention Report
This What Works Clearinghouse (WWC) intervention report summarizes the research on Bottom Line. Bottom Line provides intensive advising for low-income high school students, most of whom are the first in their family to go to college. The advising is designed to help students apply for college and financial aid and select a high-quality, affordable institution. For students who attend one of Bottom Line's target colleges, which they identified as providing a high-quality education at an affordable price, Bottom Line continues to provide regular support to students on campus for up to six years. Based on the research, the WWC found that Bottom Line has potentially positive effects on college enrollment and potentially positive effects on progressing in college.
|WWC 2021009||Xtreme Reading Intervention Report
The Xtreme Reading curriculum is primarily designed to help students improve their vocabulary, decoding, fluency, and reading comprehension skills. The Xtreme Reading program includes teacher-led whole-group instruction, cooperative group work, paired practice, and independent practice.
Based on the research, the WWC found that Xtreme Reading has no discernible effects on comprehension or general literacy achievement. The WWC based its conclusion on its review of two studies of Xtreme Reading that met WWC group design standards. The two studies included 3,008 students, who were struggling readers based on their low performance on state standardized tests, in 39 high schools in 12 districts across 9 states.
|WWC 2021008||Promoting Alternative THinking Strategies (PATHS®)
PATHS® is delivered through short lessons given two to three times a week over the school year. The program is based on the principle that understanding and regulating emotions are central to effective problem solving. The lessons focus on five components: self-control, emotional literacy, social competence, positive peer relations, and interpersonal problem-solving skills.
Based on the research, the WWC found that PATHS® has no discernible effects on academic achievement, social interactions, observed individual behavior, or emotional status. The WWC based its conclusion on its review of two studies of PATHS® that met WWC group design standards. One study included 1,582 students in 45 schools in 10 districts in the United Kingdom. The second study included 133 students with disabilities in seven elementary schools in three school districts in the state of Washington.
|WWC 2021003||National Institute for School LeadershipTM (NISL) Intervention Report
This What Works Clearinghouse (WWC) intervention report summarizes the research on National Institute for School LeadershipTM (NISL). NISL is a professional development program that aims to develop effective, strategic school leaders focused on preparing schools to provide high-quality instruction in a supportive learning environment. NISL professional development consists of 12 two-day units that are offered over 12 to 15 months. As part of the program, school leaders learn how to apply NISL's teacher coaching model to support teachers in core content areas. No studies of NISL that fall within the scope of the WWC review met WWC standards. Because no studies met standards, the WWC is unable to draw any conclusions at this time about the effectiveness of NISL on student, teacher, or school leader outcomes.
|WWC 2021004||Literacy Design Collaborative Intervention Report
This What Works Clearinghouse (WWC) intervention report summarizes the research on Literacy Design Collaborative, a professional development program that aims to support teachers' literacy instruction by providing access to high-quality literacy instructional materials for teachers of kindergarten through grade 12. Teachers implement Literacy Design Collaborative activities in core subject area classes like English language arts, social studies, or science by using 2- to 3-week instructional modules that supplement existing curricula. Teachers get help from Literacy Design Collaborative coaches and from their peers during collaborative planning time. Based on the research, the WWC found that implementing Literacy Design Collaborative has mixed effects on general literacy achievement and has no discernible effects on general social studies achievement.
|WWC 2021002||Single Stop USA's Community College Initiative Intervention Reports
This What Works Clearinghouse (WWC) intervention report summarizes the research on Single Stop USA's Community College Initiative, hereafter referred to as Single Stop. Single Stop is an intervention that supports community college students and their families by offering screening and application assistance to obtain public benefits. Single Stop also connects students and their families to wraparound services, such as tax preparation, child care, and immigration consultation through “one-stop shops” located within community colleges. Single Stop services are open to all students enrolled at the community colleges in which they are located. Site coordinators meet with students at the local Single Stop office on campus. Students may also choose to self-serve through the use of Single Stop software. Based on the research, the WWC found that Single Stop has potentially positive effects on progressing in college and potentially positive effects on academic achievement for community college students.
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