The A4L impact on grade 4 CCU outcomes differed significantly by ELL status in years 1 and 2, with substantially larger effects for ELL students, but not in year 3¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i3 large
Currency · newest study 2015 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i3 In years 1 and 2 the program impact was substantially higher for ELL students (effect sizes 0.87 and 0.69) than for non-ELL students (0.23 and 0.31); the difference was not significant in year 3. → Jonathan Nakamoto 2015

Evidence¶

Jonathan Nakamoto 2015¶

Jonathan Nakamoto, Sandy Sobolew-Shubin, Martin Orland. (2015). The Beaverton School District Arts for Learning (A4L) Lessons Project, An Investing in Innovation (i3) Development Grant: Student Impact Findings from Years 1, 2, and 3. WestEd. https://eric.ed.gov/?id=ED560945

q3 · i3 · causal · r2

Exploratory subgroup analyses using subgroup-by-treatment interaction terms in HLM models with grade 4 CCU data only. The report prints ELL effect sizes of 0.87 and 0.69 versus 0.23 and 0.31 for non-ELL students in years 1 and 2, calling the ELL effects large.

"the impact of the program differed significantly across ELL and non-ELL students in years 1 and 2, but not in year 3. In years 1 and 2, the impact of the A4L Lessons Project was substantially higher for ELL students"

Discussion¶

Learner Variables¶

• English-Learner Status — moderator: an instructional effect differs with it

Related Claims¶

• Spoken–written advantages are larger for second-language and nonfluent first-language readers and for low prior knowledge learners — the general claim this finding bears on, with the studies behind it
• Grade 4 students in treatment schools scored significantly higher than control students on the CCU Assessments in each of the three study years, with effect sizes from 0.30 to 0.36 — related
• Grade 5 students showed very small, non-significant CCU differences, indicating no reliable A4L impact at that grade level — related
• The A4L Lessons Project had no statistically significant impact on students' OAKS Reading/Literature achievement after one, two, or three years of participation — related
• The A4L impact on grade 4 CCU outcomes did not differ significantly between free/reduced-price lunch and non-FRL students — related
• Subgroup analysis indicates notable growth for students from traditionally underserved groups, such as those eligible for free or reduced-price lunch — related
• Grade 3 students showed small positive but statistically non-significant CCU impacts across all three study years — related
• Writing intervention effects for US ELL students do not vary significantly by study quality indicators, participant characteristics, or intervention characteristics — related