Year: 2021
Type: article
Study design: Clinical Trial
Abstract: The literacy design collaborative (LDC) was created to support teachers in implementing college and career readiness standards. Teachers work collaboratively with coaches to further develop their expertise and design standards-driven, literacy-rich writing assignments within their existing curriculum across content areas. The current paper reports on early student academic outcome results from a multi-year mixed methods study of the implementation and effect of LDC using a quasi-experimental design, as implemented in one large urban school district. We found LDC had statistically significant effects on Cohort 2 middle school students’ English language arts (ELA) performance, an effect size of (d = 0.15) for students receiving LDC instruction in the three core content areas LDC focuses on: ELA, science, and social studies/history.
Source: The Urban Review
Authors: Jia Wang, Joan L. Herman, Seth Leon, Scott Epstein
Institution: University of California, Los Angeles
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
Estimated APC paid: $2,780
Funder: U.S. Department of Education
Award: G92000694
OpenAlex ID: W3171237333