At-risk (Tier 3) ELs and non-ELs showed similar, substantial improvement in aimsweb tier status after one year of blended learning¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Among 141 at-risk ELs and 141 at-risk non-ELs, similar percentages moved up tiers (67% vs 64%) and at least 40% in each group reached Tier 1. → Elizabeth R. Kazakoff 2018
Evidence¶
Elizabeth R. Kazakoff 2018¶
Elizabeth R. Kazakoff, Paul Macaruso, Pam Hook. (2018). Efficacy of a blended learning approach to elementary school reading instruction for students who are English Learners. Education Tech Research Dev 66:429–449. https://doi.org/10.1007/s11423-017-9565-7
q2 · i? · associational · r2
Descriptive tier-status analysis of students who began Year One in Tier 3 (141 at-risk ELs, 141 at-risk non-ELs), reported against Fig. 1. "67% of at-risk ELs and 64% of at-risk non-ELs moved up tiers"; no significance test is printed for this contrast.
"As seen in Fig. 1, 67% of at-risk ELs and 64% of at-risk non-ELs moved up tiers by the end of the Year One study. Notably, at least 40% of at-risk students in each group advanced to Tier 1 by the end of the Year One study."
Discussion¶
Related Claims¶
- More than 80% of at-risk ELs and non-ELs moved up at least one aimsweb tier during the second year of blended learning — related
- Tier status improved significantly over the second year, with Tier 3 percentages falling for both ELs and non-ELs — related
- In a blended learning program, matched kindergarten ELs and non-ELs showed significant aimsweb growth with no difference between groups — related
- First-grade ELs in the blended learning program significantly outperformed matched non-ELs on aimsweb by end of Year One — related
- Over two school years of blended learning, ELs and non-ELs in grades 2–5 showed significant R-CBM growth at a similar pace — related
- Students' learning performance in the rural school improved significantly after two years of Blended Synchronous Classroom practice — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
at-risk-tier-status-improvement-year-one |
title |
At-risk (Tier 3) ELs and non-ELs showed similar, substantial improvement in aimsweb tier status after one year of blended learning |
description |
At-risk (Tier 3) ELs and non-ELs showed similar, substantial improvement in aimsweb tier status after one year of blended learning |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2018 |
generated |
by process:wiki-ingest on 2026-10-29 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — elizabeth-r-kazakoff-2018 |
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