STeLLA® has potentially positive effects on science achievement, with a statistically significant effect size of 0.68 and an improvement index of +25 percentile points¶
Claim · All claims
Evidence · 1 study · causalr3·q3·i2medium
Currency · newest study 2021 · not yet checked against its sources · 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 Students whose teachers participated in STeLLA® scored significantly higher on a researcher-developed science content knowledge test than students whose teachers received content-only professional development (effect size 0.68, improvement index +25). → wwc-main-finding
Evidence¶
wwc-main-finding¶
What Works Clearinghouse, Institute of Education Sciences, U.S. Department of Education. (2021, May). Science Teachers Learning through Lesson Analysis (STeLLA®). https://ies.ed.gov/ncee/wwc/InterventionReport/716
q3 · i2 · causal · r3
WWC synthesis of one cluster randomized controlled trial (Taylor et al., 2017) meeting standards without reservations. The researcher-developed test showed intervention mean 56.28 (9.88) vs comparison 50.17 (7.71), mean difference 6.11, "Effect size 0.68", improvement index +25, p-value .00.
"Based on findings from the one study that meets WWC standards and includes 2,823 students, the effectiveness rating for science achievement is potentially positive effects."
Discussion¶
Related Claims¶
- The supporting evidence comes from a cluster randomized controlled trial in 77 Colorado elementary schools with low attrition, meeting WWC group design standards without reservations — related
- An external implementation study rated the STeLLA® and comparison professional development programs similarly on provider effectiveness, pacing, engagement, and collaboration — related
- DaisyQuest has positive effects on phonological processing in preschool children, with a domain-average effect size of 0.68 across two randomized controlled trials — related
- Ladders to Literacy shows potentially positive effects on alphabetics, with an average improvement index of +25 percentile points and a domain average effect size of 0.69 — related
- STeLLA content-plus-pedagogy PD produced greater student science gains than content-only training — possibly the same claim (merge candidate)
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
stella-potentially-positive-science-achievement |
title |
STeLLA® has potentially positive effects on science achievement, with a statistically significant effect size of 0.68 and an improvement index of +25 percentile points |
description |
STeLLA® has potentially positive effects on science achievement, with a statistically significant effect size of 0.68 and an improvement index of +25 percentile points |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2021 |
generated |
by process:wiki-ingest on 2026-10-07 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — wwc-main-finding |
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