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Session Title: Four Multi-Site Randomized Studies in K-12 Settings
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Panel Session 852 to be held in Suwannee 13 on Saturday, Nov 14, 1:40 PM to 3:10 PM
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Sponsored by the Pre-K - 12 Educational Evaluation TIG
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| Chair(s): |
| Art Burke, Northwest Regional Educational Laboratory, burkea@nwrel.org
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| Abstract:
Randomized studies receive high priority under existing federal guidelines for conducting scientifically based research on educational programs. This panel discusses the design and implementation of four ongoing multi-site randomized studies supported by the US Department of Education. The programs evaluated include elementary school writing, middle school mathematics, high school language arts, and English / English language arts for middle school English language learners. Principal investigators for each study will address the following as they relate to their study:
- Research design
- Recruiting participants / Attrition
- Assessing fidelity of implementation across sites
- Statistical analysis
- Use of qualitative methods as adjuncts to the statistical analysis
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An Investigation of the Impact of a Traits-Based Writing Model on Student Achievement
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| Michael Coe, Northwest Regional Educational Laboratory, coem@nwrel.org
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The goal of this study is to provide high quality evidence on the effectiveness of the analytical trait-based model for teaching and assessing student writing. The study will answer two experimental questions to determine the impact of the intervention on student achievement in writing:
1. What is the impact of 6+1 Trait(tm) Writing on student achievement in writing?
2. How do student impacts vary by pre-existing characteristics of schools, teachers and students?
The study is a cluster-randomized design with random assignment at the school level. Study participants will be 5th grade students and teachers in Oregon. The study will be conducted in approximately 64 elementary schools (32 experimental schools and 32 control schools) randomly assigned from schools not already implementing the six-trait writing approach that are willing to participate. Descriptive studies of treatment and control classrooms will be conducted to help interpret and understand the results.
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The Effect of Connected Mathematics Program 2 (CMP2) On the Math Achievement of Middle School Students in Selected Schools in the Mid-Atlantic Region
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| Ed Coughlin, Metiri Group, ecoughlin@relmid-atlantic.org
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| Kelli Millwood, Metiri Group, kelli.millwood@pearson.com
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| Taylor Martin, University of Texas at Austin, taylormartin@mail.utexas.edu
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This study will examine the efficacy of the Connected Mathematics Program 2 in 25 6th or 7th grade classrooms throughout the Mid-Atlantic region. Key research questions are:
1. Does 6th grade students' use of Connected Mathematics 2 as a comprehensive math curriculum cause higher student math achievement compared to students who use traditional curricula?
2. Does 6th grade students' use of Connected Mathematics 2 cause higher levels of engagement in doing mathematics compared to students who use a traditional curriculum?
The design for this study will be a randomized controlled trial (RCT) with a two-group comparison that compares students in classrooms using CM2 to students in classrooms using traditional math curricula. The investigators for this study will enroll 50 math teachers across the Mid-Atlantic region at either the 6th or 7th grade level, dependent upon the level of interest in schools in the region.
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Quality Teaching for English Learners (QTEL)
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| Hans Bos, Berkeley Policy Associates, hans@bpacal.com
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This study will evaluate professional development intended to equip secondary teachers to advance development of academic English fluency for English language learners (ELs). The intervention includes three years of professional development for teachers.
The key research questions include: (1) Does participation in QTEL result in changes in middle school teachers' pedagogical content knowledge, teaching expertise, attitudes about capacity to learn, and instructional practices? (2) Do the teachers change their practice to be aligned with the theoretical orientation and strategies demonstrated in the professional development sessions? and (3) Does QTEL improve language proficiency and achievement in English language arts?
This study involves 12,000 6th, 7th, and 8th grade EL students and 240 ELA and ESL teachers at 40 middle schools in one or more large Western urban districts. Within each selected district, 40 schools will be randomly assigned to treatment or control conditions, with approximately six teachers per school.
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Improving Adolescent Literacy Across the Curriculum in High Schools (Content Literacy Continuum, CLC)
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| Matt Dawson, Learning Point Associates, matt.dawson@learningpt.crg
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| William Corrin, MDRC, william.corrin@mdrc.org
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The CLC intervention is presented in the form of guidebooks that contain instructional protocols and support materials for teachers. A team of three to four professional developers works with all administrators and teachers in a high school on a sustained basis (three to five years) to implement comprehensive change in literacy instruction across the curriculum.
Research questions are:
To what extent does a literacy-across-the-curriculum intervention improve students' reading skills and other outcomes such as attendance; persistence in school; course-taking patterns; and performance on high-stakes, standards-based assessments?
What is the effect of a literacy-across-the-curriculum approach on literacy instruction (among both language arts teachers and teachers of other subjects)?
What factors promote or impede successful implementation of a literacy-across-the-curriculum approach?
The design will include a total of 40 high schools (20 treatment group and 20 in a control group) across 12 districts or consortia of districts and at least three states.
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