No relationship existed between elementary reading achievement gains and selection of a model with a scientific research base¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because a design page cites it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Changes in elementary reading achievement showed no relationship to whether schools selected a CSR model with a scientific research base. → Orland 2010

Evidence¶

Orland 2010¶

Orland, M., Hoffman, A., & Vaughn, III, E. S. (2010). Evaluation of the Comprehensive School Reform Program Implementation and Outcomes: Fifth-Year Report. U.S. Department of Education. https://www.ed.gov/about/offices/list/opepd/ppss/reports.html#title

q2 · i? · causal · r2

Analysis of elementary reading achievement gains from 2002 to 2005 by model research base strength. The report finds "no relationship between changes in elementary reading achievement and the selection of a model with a scientific research base." This null finding held across all CSR elementary schools.

"There was no relationship between changes in elementary reading achievement and the selection of a model with a scientific research base."

Discussion¶

Related Claims¶

• Low-performing CSR elementary schools that adopted models with scientific research bases gained in mathematics achievement after three years — related
• Middle school CSR schools adopting models with limited scientific research bases realized mathematics and reading gains after three years — related
• Only one-third of CSR schools adopted reform models identified as having a scientific research base — related
• Achievement gains in CSR schools had evaporated after five years, returning to baseline levels — related
• Five years after receiving CSR awards, schools did not demonstrate larger achievement growth than matched comparison schools — related