A Final Report for the Evaluation of the Achieve3000 Programs

Autor/inn/en	Shannon, Lisa; Grant, Billie-Jo
Titel	A Final Report for the Evaluation of the Achieve3000 Programs
Quelle	(2015), (94 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Reading Programs; Reading Achievement; Program Evaluation; Randomized Controlled Trials; Experimental Groups; Control Groups; Comparative Analysis; Grade 3; Grade 6; Grade 9; School Districts; Geographic Regions; Statistical Significance; Achievement Gains; Reading Tests; Vocabulary Development; Reading Comprehension; Pretests Posttests; Learner Engagement; Hierarchical Linear Modeling; Fidelity; Teacher Attitudes; Program Descriptions; Student Needs; Reading Skills; Gates MacGinitie Reading Tests + Suchen Sie Ihr Suchwort? Leseleistung; Programme evaluation; Programmevaluation; School year 03; 3. Schuljahr; Schuljahr 03; School year 06; 6. Schuljahr; Schuljahr 06; School year 09; 9. Schuljahr; Schuljahr 09; School district; Schulbezirk; Achievement gain; Leistungssteigerung; Lesetest; Wortschatzarbeit; Leseverstehen; Lehrerverhalten; Reading skill; Lesefertigkeit
Abstract	Achieve3000 publishes a number of online literacy programs that differentiate lessons and activities based on student performance. Magnolia Consulting--an independent, third party evaluation firm--assessed Achieve3000 Solutions' impact on student learning during the 2014-15 school year. The researchers used a randomized control trial, where approximately half of the 46 participating teachers were randomly assigned to either the treatment or control groups. The study included 1,012 students in 3rd, 6th, and 9th grade from four school districts across the country that provided a representative demographic sample of ethnicities, students with disabilities and English language learners. All participants were measured at the beginning and end of the school year using the Gates MacGinite Reading Test, fourth edition (GMRT-4), a group-administered, norm-referenced assessment that yields scores for Vocabulary, Reading Comprehension, and Total Reading. Magnolia additionally measured program implementation using a mix of weekly logs, classroom observation, and usage data and found an average implementation of 71% (where 100% would indicate at least 90 minutes of program use per week). The researchers concluded that Achieve3000 users made significant gains during the school year and performed better than students using their traditional ELA curriculum. Students who used Achieve3000 during the 2014-15 school year demonstrated statistically significant and substantively important gains on the GMRT-4's Vocabulary, Reading Comprehension, and Total Reading measures (effect sizes of 0.43, 0.47, 0.48, respectively). In comparison to the control group, Achieve3000 users also made statistically significant gains that approached substantively important reading gains on the GMRT-4 Reading Comprehension and Total Reading test scores. The study also found variation on the impact of the Achieve3000 solutions at grade level and further studies would benefit from increased sample sizes. The following are appended: (1) Data Preparation; (2) Achieve300 Implementation Guidelines; (3) Procedures for Calculating Implementation Fidelity; (4) Observation Scores; (5) Missing Data Rates; (6) Supporting Tables for Student Performance Results; (7) Consort; and (8) School-Level Characteristics. [The Magnolia Consulting Team provided support for this study.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01