The Pathway to Academic Success Project has potentially positive effects on writing quality for English learners in grades 7-12¶
Claim · All claims
Evidence · 1 study (2 entries) · causalr2·q3·i0–i2
Currency · newest study 2021 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · 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.
q3 i2 One study meeting WWC standards shows a statistically significant positive effect on writing quality (effect size 0.77, improvement index +28). → What Works Clearinghouse 2021
q3 i0 A second study meeting WWC standards shows an indeterminate effect on writing quality (effect size 0.03, improvement index +1, not statistically significant). → 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
q3 · i2 · causal · r2
Findings table for the Olson et al. (2016) randomized controlled trial, rated as meeting WWC standards with reservations. For 233 English learner students in grades 7-12, the intervention group mean was 5.55 versus 4.40, an effect size of "0.77" and improvement index "+28" with p < .01.
"Researcher-developed Academic Writing Assessment (Olson et al., 2016)a English learner students in grades 7–12 233 5.55 (1.56) 4.40 (1.52) 1.15 0.77 +28 < .01"
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
q3 · i0 · causal · r2
Findings table for the Olson et al. (2020) scale-up randomized controlled trial, rated as meeting WWC standards with reservations due to high attrition. For 211 English learner students, the effect size was "0.03" with improvement index "+1" and p >.05, an indeterminate effect.
"Analytic Writing Continuum for Literary Analysis (Olson et al., 2020)b English learner students in grades 7–12 211 3.31 (1.11) 3.21 (1.17) 0.10 0.03 +1 >.05"
Discussion¶
Learner Variables¶
- Writing Skills — outcome: instruction changes it
Related Claims¶
- Implementation differences between intervention and comparison classrooms emerged by the end of the intervention period — related
- The Pathway to Academic Success Project has potentially positive effects on literacy achievement for English learners in grades 6-12 — related
- The Pathway to Academic Success Project has potentially positive effects on writing conventions for English learners in grades 6-12 — related
- The WWC rates Reading Mastery as having potentially positive effects on the reading achievement of English language learners — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
pathway-project-potentially-positive-writing-quality |
title |
The Pathway to Academic Success Project has potentially positive effects on writing quality for English learners in grades 7-12 |
description |
The Pathway to Academic Success Project has potentially positive effects on writing quality for English learners in grades 7-12 |
status |
review |
evidence_strength |
mixed |
newest_evidence |
2021 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-07 |
trust |
unverified — no one has confirmed this page's content |
sources |
2 — what-works-clearinghouse-2021, what-works-clearinghouse-2021-2 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.