Literacy Design Collaborative 2018-2019 Evaluation Report. CRESST Report 867

Autor/inn/en	Wang, Jia; Herman, Joan L.; Epstein, Scott; Leon, Seth; La Torre, Deborah; Bozeman, Velette
Institution	National Center for Research on Evaluation, Standards, and Student Testing (CRESST)
Titel	Literacy Design Collaborative 2018-2019 Evaluation Report. CRESST Report 867
Quelle	(2020), (241 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Comparative Analysis; Literacy Education; Program Evaluation; Program Effectiveness; Middle School Students; Urban Schools; School Districts; Intervention; Outcomes of Education; Teacher Attitudes; Middle School Teachers; Standards; Teacher Surveys; Administrator Surveys; Administrator Attitudes; Coaching (Performance); Faculty Development; Communities of Practice; Asynchronous Communication; Common Core State Standards; English Language Learners; Hispanic American Students; Teacher Collaboration; Instructional Leadership; Teaching Methods; Language Arts; Elementary Secondary Education; Alignment (Education) + Suchen Sie Ihr Suchwort? Programme evaluation; Programmevaluation; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Lernleistung; Schulerfolg; Lehrerverhalten; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Standard; Community; Common core curriculum; Curriculum; Kerncurriculum; Hispanic; Hispanic Americans; Hispanoamerikaner; Studentin; Lehrerkooperation; Instruction; Leadership; Bildung; Erziehung; Führung; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachkultur
Abstract	Engaged in the evaluation of LDC tools since June 2011, UCLA's National Center for Research on Evaluation, Standards, and Student Testing (CRESST) is using multiple data sources and a quasi-experimental design to examine LDC implementation and impact in two cohorts of schools in two large, urban school districts. This report presents the results on implementation of LDC in the large urban school district on the West Coast during the third year of the intervention, and the impact of the program across multiple years. Findings from both participant surveys and analyses of student outcomes reveal positive results for the LDC intervention. Analysis of student outcomes provided evidence of the program's effectiveness and confirmation for participants' positive views. Quasi-experimental analyses demonstrated a statistically significant positive impact of LDC as practiced by middle school teachers with 2 years of program experience across two cohorts of schools and teachers. A statistically significant positive impact was also found for Cohort 2 middle schools after just one year of implementation. [For the 2017-2018 report, see ED600053.] (As Provided).
Anmerkungen	National Center for Research on Evaluation, Standards, and Student Testing (CRESST). 300 Charles E Young Drive N, GSE&IS Building 3rd Floor, Mailbox 951522, Los Angeles, CA 90095-1522. Tel: 310-206-1532; Fax: 310-825-3883; Web site: http://www.cresst.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01