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ERIC Number: ED534781
Record Type: Non-Journal
Publication Date: 2012-Aug
Pages: 7
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: N/A
WWC Review of the Report "A Randomized Experiment of a Cognitive Strategies Approach to Text-Based Analytical Writing for Mainstreamed Latino English Language Learners in Grades 6 to 12"
What Works Clearinghouse
The study reviewed in this report examined the impact of the "Pathway Project" intervention on students who were mainstreamed Latino English language learners (ELLs). One hundred and three English teachers in 15 schools in California were recruited and randomly assigned to either the "Pathway Project" condition or a comparison condition. The study found, and the What Works Clearinghouse (WWC) confirmed, a statistically significant positive effect of the Pathway Project intervention on student outcomes in the spring of the implementation year in the English language development domain. The average effect size calculated by the WWC for the English language development domain was 0.22. The study did not find a statistically significant or substantively important effect in the reading domain. The research described in this report meets WWC evidence standards without reservations. Appended are: (1) Study details; (2) Outcome measures for each domain; and (3) Study findings for each domain. A glossary of terms is included. (Contains 3 endnotes.) [The following study is the focus of this "Review": "A Randomized Experiment of a Cognitive Strategies Approach to Text-Based Analytical Writing for Mainstreamed Latino English Language Learners in Grades 6 to 12" (EJ932553).]
What Works Clearinghouse. P.O. Box 2393, Princeton, NJ 08543-2393. Tel: 866-503-6114; e-mail: info@whatworks.ed.gov; Web site: http://ies.ed.gov/ncee/wwc
Publication Type: Reports - Evaluative
Education Level: High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: What Works Clearinghouse (ED)
Identifiers - Location: California
IES Funded: Yes