A schoolwide literacy initiative based on deeper learning rapidly and sustainably raised achievement at a large low-income high school¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r1–r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In the first year of the Literacy Initiative at Brockton High School, the MCAS failure rate was reduced by half and the proficiency rate doubled. → Noguera 2017 q2 i? Gains were sustained: by 2009, 78% of 10th-graders reached advanced or proficient in ELA, matching the state percentage, and 98% of graduates passed the state exams. → Noguera 2017 (2)

Evidence¶

Noguera 2017¶

Noguera, P. (2017). Taking deeper learning to scale. Palo Alto, CA: Learning Policy Institute. https://learningpolicyinstitute.org/product/deeper-learning-to-scale

q2 · i? · qualitative · r1

Case-study evidence from BHS, which had a 44% MCAS ELA failure rate and 75% mathematics failure rate when testing began. The report states that in the Literacy Initiative's first year "the failure rate on the MCAS was reduced by half, and the proficiency rate doubled."

"In the first year of the Literacy Initiative the failure rate on the MCAS was reduced by half, and the proficiency rate doubled."

Noguera 2017 (2)¶

Noguera, P. (2017). Taking deeper learning to scale. Palo Alto, CA: Learning Policy Institute. https://learningpolicyinstitute.org/product/deeper-learning-to-scale

q2 · i? · qualitative · r2

Longitudinal case-study outcome data reported for BHS. By 2009, "78% of Brockton's 10th-grade students achieved either advanced or proficient levels in ELA," 98% of graduates passed the mathematics and English exam, and 97% of 2008 graduates went on to higher education.

"In 2009, 78% of Brockton's 10th-grade students achieved either advanced or proficient levels in ELA (matching the state percentage), and 60% achieved similar levels in mathematics."

Discussion¶

Related Claims¶

• Among students below benchmark at the start of grade 1, meeting screening benchmarks earlier is associated with higher grade 3 MCAS proficiency rates — related
• Early screening benchmark status predicts later performance: most beginning-of-year at-risk students stay at risk, and meeting benchmarks by end of grade 1 is associated with much higher grade 3 MCAS odds — related
• Few students identified as significantly below benchmark in grades 1–3 met MCAS expectations 1 or 2 years later, with higher rates for earlier identification — related
• Deeper-learning inquiry strategies in low-income mathematics classes reduced linguistic, ethnic, and class outcome disparities — related
• Placing a full cohort of 25 residents as co-teachers in one high-need elementary school coincided with schoolwide achievement gains in ELA and mathematics within one year. — related