BCIRC has potentially positive effects on English language development (effect size 0.29, not statistically significant)¶
Claim · All claims
Evidence · 1 study · causalr2·q2·i1small
Currency · newest study 2007 · checked against its sources 2026-10-17 (automated, 1 of 1 entry) · 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 i1 Third-grade English language learners in BCIRC did not differ statistically significantly from comparison students on the NAPT language scale, though the effect size of 0.29 was substantively important. → Bilingual Cooperative Integrated Reading and Composition 2007
Evidence¶
Bilingual Cooperative Integrated Reading and Composition 2007¶
Bilingual Cooperative Integrated Reading and Composition. (2007). WWC Intervention Report. U.S. Department of Education, What Works Clearinghouse. https://eric.ed.gov/?id=ED405428
q2 · i1 · causal · r2
The WWC review of the quasi-experimental study reports no statistically significant difference in English language development; the appendix table shows a printed effect size of 0.29 ("0.29 ns +11"), an improvement index of +11, and means of 34.90 versus 30.36 for 85 third graders. The effect was rated substantively important.
"Calderón, Hertz- L azarowitz, and Slavin (1998) did not find statistically significant d ifferences in English language development between the English language learners who participated in the BCIRC program and students in the comparison group."
Discussion¶
Learner Variables¶
- English-Learner Status — outcome: instruction changes it
Related Claims¶
- A larger percentage of BCIRC students met the bilingual education exit criterion in language (39% versus 21%), not statistically significant — related
- BCIRC has potentially positive effects on reading achievement for Spanish-speaking English language learners (effect size 0.61, not statistically significant after clustering correction) — related
- A larger percentage of BCIRC students met the bilingual education exit criterion in reading (32% versus 10%) — related
- Two years of BCIRC exposure is associated with larger reading gains than one year (effect size 0.87 significant versus 0.33 non-significant) — related
- In a five-year quasi-experimental study, the intervention program showed a statistically significant positive effect on fifth-grade reading performance assessment but not on the CTBS Reading subtest — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
bcirc-potentially-positive-english-language-development |
title |
BCIRC has potentially positive effects on English language development (effect size 0.29, not statistically significant) |
description |
BCIRC has potentially positive effects on English language development (effect size 0.29, not statistically significant) |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2007 |
source_checked |
2026-10-17 |
generated |
by process:wiki-ingest on 2026-10-07 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — bilingual-cooperative-integrated-reading-and-composition-2007 |
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