More than 80% of at-risk ELs and non-ELs moved up at least one aimsweb tier during the second year of blended learning¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Of 17 at-risk ELs and 19 at-risk non-ELs, more than 80% in each group moved up at least one tier, with no significant group difference at end of Year Two. → Elizabeth R. Kazakoff 2018

Evidence¶

Elizabeth R. Kazakoff 2018¶

Elizabeth R. Kazakoff, Paul Macaruso, Pam Hook. (2018). Efficacy of a blended learning approach to elementary school reading instruction for students who are English Learners. Education Tech Research Dev 66:429–449. https://doi.org/10.1007/s11423-017-9565-7

q2 · i? · associational · r2

Descriptive tier-status analysis of Year Two students beginning in Tier 3 (24% of ELs, n = 17; 32% of non-ELs, n = 19), reported against Fig. 1. Tier 3 percentages fell to "18% ELs, 16% non-ELs" from 33% and 35% at end of Year One.

"As seen in Fig. 1, at-risk students in both groups grew significantly over the Year Two study. More than 80% of at-risk ELs and non-ELs moved up at least one tier."

Discussion¶

Related Claims¶

• At-risk (Tier 3) ELs and non-ELs showed similar, substantial improvement in aimsweb tier status after one year of blended learning — related
• In a blended learning program, matched kindergarten ELs and non-ELs showed significant aimsweb growth with no difference between groups — related
• Tier status improved significantly over the second year, with Tier 3 percentages falling for both ELs and non-ELs — related
• Over two school years of blended learning, ELs and non-ELs in grades 2–5 showed significant R-CBM growth at a similar pace — related