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Multi-dimensional Evaluation of School-wide Intervention for English Language Learners
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| Presenter(s):
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| Ginger Gossman, Austin Independent School District, g.l.gossman@gmail.com
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| Abstract:
Austin Independent School District partnered with WestEd to implement a program called Quality Teaching for English Learners as a school-wide intervention to improve ELL outcomes. An element of this work was the development of capacity to continue implementation after the collaboration with WestEd ended; select teachers were apprenticed in techniques reliant on scaffolding and student engagement. To ensure balanced results, the evaluation focused on formative and summative outcomes and multidimensional. Results from the target school were compared to district and control site data. Formative outcomes were measured using administrative records, self-report and focus group data. Summative outcomes included student performance on the Texas Assessment of Knowledge and Skills (TAKS) test, attendance and discipline data. To ensure specificity, these analyses were conducted by grade-level and subject. Results were mixed overall. However, those students who began at the target school as freshman during year 1 of the program demonstrated improved academic outcomes.
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Comparative Effectiveness of the Rosetta Stone Dynamic Immersion Program: A Report of a Randomized Experiment
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| Presenter(s):
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| Sara Atienza, Empirical Education Inc, satienza@empiricaleducation.com
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| Sandy Philipose, Empirical Education Inc, sphilipose@empiricaleducation.com
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| Xiaohui Zheng, Empirical Educaiton Inc, xzheng@empiricaleducation.com
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| Denis Newman, Empirical Education Inc, dn@empiricaleducation.com
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| Abstract:
This study tests the effectiveness of the Rosetta Stone Dynamic Immersion (RSDI) program, a web-based English Language Development (ELD) program for English Language Learners (ELLs). Interactive multimedia technology is combined with the voices of native speakers, written text, and real life images to teach new words and grammar inductively. RSDI was placed in a school district with a substantial ELL student population and given to ELL students in grades 3-5. This experiment is a comparison of English Language Proficiency scores among students who used RSDI and students who continued to use the district’s existing instructional materials. Factors, such as student mobility, technology issues, and insufficient instruction time, limited the students’ exposure to the intervention, and therefore, the Complier Average Causal Effect (CACE) statistical method is used to estimate the impact of the intervention.
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