Implementation differences between intervention and comparison classrooms emerged by the end of the intervention period¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r? · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2024: local conditions change quickly

Subclaims¶

q2 i? In Olson et al. (2016), Pathway teachers implemented program-specific strategies at a higher rate than comparison teachers at the final observation, but not in earlier observations. → What Works Clearinghouse 2021 q2 i? In Kim et al. (2011), observations found no differences in use of specific program reading or writing activities between intervention and comparison classrooms, though nearly twice as many intervention teachers reported devoting time to writing skills. → What Works Clearinghouse 2021 (2)

Evidence¶

What Works Clearinghouse 2021¶

What Works Clearinghouse, Institute of Education Sciences, U.S. Department of Education. (2021). Pathway to Academic Success Project: Intervention Report | English Learners Topic Area. https://ies.ed.gov/ncee/wwc/InterventionReport/724

q2 · i? · associational · r?

Observational implementation data from the Olson et al. (2016) trial, rated by trained observers using the Pathway Quality Checklist. The authors "found that Pathway to Academic Success Project teachers implemented" the strategies "at a higher rate than comparison group teachers" only at the final spring year-2 observation.

"Authors found that Pathway to Academic Success Project teachers implemented Pathway to Academic Success Project–specific strategies and activities at a higher rate than comparison group teachers at the final observation in the spring of year 2."

What Works Clearinghouse 2021 (2)¶

What Works Clearinghouse, Institute of Education Sciences, U.S. Department of Education. (2021). Pathway to Academic Success Project: Intervention Report | English Learners Topic Area. https://ies.ed.gov/ncee/wwc/InterventionReport/724

q2 · i? · causal · r3

End-of-year-1 classroom observations in the Kim et al. (2011) randomized trial found "no differences" in observed use of program reading or writing activities between conditions; teacher surveys, however, showed nearly twice as many intervention teachers reporting time devoted to writing skills.

"Authors found no differences in the use of specific Pathway to Academic Success Project reading or writing activities during classroom observations between intervention and comparison classrooms."

Discussion¶

Related Claims¶

• The Pathway to Academic Success Project has potentially positive effects on writing quality for English learners in grades 7-12 — related
• The Pathway to Academic Success Project has potentially positive effects on writing conventions for English learners in grades 6-12 — related
• Classroom observations confirmed that SRI teachers modeled and evaluated strategies more frequently than control teachers — related
• An external implementation study rated the STeLLA® and comparison professional development programs similarly on provider effectiveness, pacing, engagement, and collaboration — related
• CW-FIT substantially increases teacher praise statements but shows no statistically significant effect on some reprimand measures — related
• Intervention schools showed significantly higher observed positive interdependence in classrooms than control schools — related