Project Activities
Researchers conducted a stratified school-level randomized efficacy trial with propensity score matching at the student level to determine the impact of the CLAVES intervention on student outcomes such as language skills, reading comprehension, writing, and the state English Language Arts assessment. This study occurred over multiple years and included an implementation study, a cost analysis study, and a cost-effectiveness analysis.
Structured Abstract
Setting
The study took place in 44 schools from 7 districts in Northern and Central California. Of these 44 schools (i.e., 22 treatment and 22 control), 4 withdrew from the study before final data collection. Results are based on data from 40 schools (i.e., 21 treatment and 19 control) from 7 districts in Northern and Central California.
Sample
The sample included 153 teachers or specialists, but 7 teachers or specialists withdrew from the study before final data collection, so results are based on data from 146 teachers. The sample also included 2282 4th and 5th grade students. Complete case analyses are based on data from 1414 students (i.e., 472 in treatment schools and 942 students who served as weighted matched in the control schools). In the final sample, 70% were designated as EL.
CLAVES is a supplemental intervention developed to facilitate language, reading comprehension, and writing skills. It aims to support ELs and their peers as they acquire the English language proficiency needed to achieve across content areas. CLAVES was designed as a small group intervention delivered by teachers or specialists (such as reading or English language specialists) that includes text-based instruction in language and reading comprehension, facilitated language use, and EL supports. CLAVES includes a total of 51 lessons (30 minutes each) over 3 instructional units. Units consist of (a) two 6-day text-based lesson cycles culminating in a "big question" dialogic reasoning discussion and (b) a 3-day writing cycle.
Research design and methods
Researchers conducted a stratified school-level randomized efficacy trial with propensity score matching at the student level. Schools were randomly assigned to treatment or business as usual control. Teachers and specialists in the treatment schools selected students (i.e., ELs or students in need of additional language and comprehension support) to participate in the intervention and delivered the intervention to these students. Teachers and specialists in the control schools implemented business as usual instruction.
Control condition
The control condition was business-as-usual supplemental language and literacy instruction. For purposes of the cost analysis and cost effectiveness analysis, we compared CLAVES to business-as-usual supplemental designated English language development instruction.
Key measures
The researchers collected pre-test and post-test language, reading comprehension, and writing data and pre-test word recognition data. They also obtained student demographic data and state ELA assessment data from districts and schools. The researchers also conducted observations, surveys, and focus groups for implementation and cost analysis.
Data analytic strategy
The researchers used separate analyses that accounted for the multi-level structure of the data to evaluate the effects of the CLAVES intervention at posttest on core analytic language skills, reading comprehension, writing, and state English language arts assessment. They also conducted moderation analyses and examined the fidelity of implementation within the CLAVES group.
Cost analysis strategy
The researchers used the ingredients method to estimate costs of CLAVES and compared these costs to the costs of the control condition.
People and institutions involved
IES program contact(s)
Project contributors
Products and publications
The products of this project will include evidence of the efficacy of CLAVES, information about the cost and cost effectiveness of CLAVES, peer-reviewed publications and presentations, and additional dissemination products that reach education stakeholders such as practitioners and policymakers.
Project website:
Available data:
The research team will continue to disseminate findings and share findings as well as ways to access de-identified data at https://osf.io/hbu3m.
Related projects
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
