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Impact of a Large-Scale Science Intervention Focused on English Language Learners

by Llosa, Lorena , Lee, Okhee , Van Booven, Christopher D. , Jiang, Feng , Kieffer, Michael J. , O'Connor, Corey , Haas, Alison

in Achievement Gains / Comparative Testing / Control Groups / Educational research / Effect Size / Elementary Secondary Education / English as a second language / English Language Learners / Experimental Groups / Faculty Development / Foreign Countries / Grade 5 / International Assessment / Intervention / Language Proficiency / Mathematics Achievement / Mathematics Tests / National Assessment of Educational Progress / National Competency Tests / Pretests / Pretests Posttests / Professional development / Program Effectiveness / Questionnaires / Randomized Controlled Trials / School districts / Science / Science Achievement / Science Course Improvement Projects / Science Education / Science learning / Science teachers / Science Tests / Teachers / Time Factors (Learning) / Trends in International Mathematics and Science Study / United States (Southeast)

2016

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Impact of a Large-Scale Science Intervention Focused on English Language Learners

by Llosa, Lorena , Lee, Okhee , Van Booven, Christopher D. , Jiang, Feng , Kieffer, Michael J. , O'Connor, Corey , Haas, Alison

2016

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Impact of a Large-Scale Science Intervention Focused on English Language Learners

by Llosa, Lorena , Lee, Okhee , Van Booven, Christopher D. , Jiang, Feng , Kieffer, Michael J. , O'Connor, Corey , Haas, Alison

2016

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Journal Article

Impact of a Large-Scale Science Intervention Focused on English Language Learners

Llosa, Lorena,

Lee, Okhee,

Van Booven, Christopher D.,

Jiang, Feng,

Kieffer, Michael J.,

O'Connor, Corey,

Haas, Alison

2016

Overview

The authors evaluated the effects of P-SELL, a science curricular and professional development intervention for fifth-grade students with a focus on English language learners (ELLs). Using a randomized controlled trial design with 33 treatment and 33 control schools across three school districts in one state, we found significant and meaningfully sized intervention effects on a researcher-developed science assessment and the state science assessment. Subgroup analyses revealed that the P-SELL intervention had a positive and significant effect for each language proficiency group (ELLs, recently reclassified ELLs, former ELLs, and non-ELLs) on the researcher-developed assessment. The intervention also had a positive effect for former ELLs and non-ELLs on the state science assessment, but for ELLs and recently reclassified ELLs, the effect was not statistically significant.

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Publisher

SAGE Publications,American Educational Research Association

Subject

Achievement Gains

/ Comparative Testing

/ Control Groups

/ Educational research

/ Effect Size

/ Elementary Secondary Education

/ English as a second language