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Home » Publication » Education & learning publications » Literacy and language arts publications

Literacy and language arts publications

Education & learning publications June 1, 2021

Evaluation of the College, Career, and Community Writers Program: Findings from the i3 Scale-up Grant

C.J. Park, Nicole Arshan, Rebecca L. Goetz

This technical report provides a detailed description of C3WP and the findings from the evaluation of the i3 Scale-up grant.

Education & learning publications April 13, 2021

Research Brief: SRI Finds Positive Effects of the College, Career, and Community Writer’s Program on Student Achievement

Nicole Arshan, C.J. Park

The National Writing Project’s (NWP) College, Career, and Community Writers Program (C3WP) is designed to improve students’ argument writing through intensive teacher professional development, instructional resources, and formative assessment.

Education & learning publications January 1, 2020 Tech Report

Supporting and Measuring Career Readiness: Hot topics, Common Challenges, and Practical Resources

Miya T. Warner, Deborah L. Jonas, Louise Yarnall

The world of work is changing rapidly and employers increasingly critique the preparation of incoming graduates, with only 11 percent agreeing students have the competencies needed to succeed in the workplace. Add to this picture low college completion rates and high remediation rates and the story is clear: too many students are graduating high school unprepared for college or career.
Educators across the nation are grappling with how to better prepare students to succeed in the workforce, and their efforts are supported by recent federal legislation. However, the rapidly changing workforce makes it challenging to come to consensus around what skills students should have when they leave high school. What does it mean to be “career ready,” and how can such a complex and evolving concept best be assessed and supported?
In an effort to address these questions, Regional Educational Laboratory (REL) Appalachia convened representatives from all ten RELs together with nationally renowned experts for a workshop to discuss how educators and researchers in each region are addressing the development and measurement of career readiness, and to share ideas and resources for how to improve and sync these efforts nationally.

Education & learning publications December 1, 2019

Evaluation of National Writing Project’s College-Ready Writer’s Program 2015 SEED Grant

Nicole Arshan, C.J. Park

The National Writing Project’s College, Career, and Community Writers Program provides professional development for teachers in Grades 7–10 with the goal of improving students’ source-based argument writing.

Early childhood learning and development publications July 1, 2018 Tech Report

Pathway Schools Initiative: Fundamental evaluation summary

Shari Golan, Katrina Woodworth, Wei-Bing Chen, Rebecca A. Schmidt, Lauren J. Cassidy

This report summarizes the progress made by the schools that participated in the Pathway Schools Initiative through the 2017–18 school year on a fundamental set of outcome indicators: continuity in the PreK–3 enrollment pipeline, literacy instructional practices, teaching quality, effective school leadership, and student reading achievement.

Literacy and language arts publications March 1, 2018 Tech Report

Impacts on Students of a Short-Cycle Implementation of the National Writing Project’s College, Career, and Community Writers Program

Nicole Arshan, C.J. Park

In an independent evaluation, SRI International found that a two-year implementation of the National Writing Project’s College, Career, and Community Writers Program (C3WP) had a positive, statistically significant effect on a validated measure of students’ source-based argument writing (Gallagher, Arshan, & Woodworth, 2017).In response to policymakers’ and district leaders’ questions about the intensity of resources used, the National Writing Project partnered with SRI to test the efficacy of a short-cycle implementation of C3WP. In this study, SRI randomized two classrooms of 31 teachers into either C3WP or business as usual. These were seventh- or eighth-grade classrooms in 12 urban and rural high-needs schools across five states. (One teacher withdrew from the study.) The teachers had six months to use C3WP curricular materials and formative assessment tools in their C3WP class before measuring student writing outcomes in both classes.
Teaching students to write arguments developed through reasoning and supported by the use of evidence from source material is complex. This study showed a positive, statistically significant impact on two attributes of student source-based argument writing, demonstrating promise for the short-cycle version of C3WP professional development in impacting students’ ability to engage in such writing. The findings were less robust than those from the two-year version of the program, however. This suggests that although schools may see results from C3WP in a single school year, a longer term investment may produce a greater impact. This study also expanded C3WP into urban contexts, demonstrating potential effectiveness for a broader range of students.

Literacy and language arts publications December 1, 2017 Tech Report

UC Irvine Writing Project’s pathway to academic success program: An Investing in Innovation (i3) validation grant evaluation

Katrina Woodworth, Nicole Arshan

This technical report provides impact and implementation fidelity results from SRI’s Evaluation of the Pathway to Academic Success Project –i3 Validation Grant. The Pathway Project is a teacher professional development program designed to enhance classroom literacy.

Digital learning publications June 1, 2017 Tech Report

Evaluating Digital Learning for Adult Basic Literacy and Numeracy

SRI International

More than 36 million adults in the United States do not have the basic literacy and math skills needed for many entry-level jobs and even less so for the types of jobs expected to dominate in the future. And current federal- and state-funded adult basic education (ABE) programs, the main providers of skill development and training programs for this population, do not have the resources, facilities, or trained staff to serve all those adults in need of further education to improve their basic skills and job prospects. In 2014, The Joyce Foundation asked SRI Education’s Center for Technology in Learning to investigate the role and efficacy of five different digital learning products in (1) improving the basic reading, writing, and math outcomes for low-skilled adults in ABE programs and (2) helping programs increase their capacity to serve a greater number of students. Through this research, we set out to understand how ABE programs might use these technologies to improve the instruction they offer, whether such technologies are effective with low-skilled adults (performing at fourth- to ninth-grade levels in reading and/or math) and which practices and product features might be associated with better outcomes for students and programs. In this report, we present the findings from this three-year study.

Teaching quality publications June 1, 2017

Pathway Schools Initiative Developmental Evaluation- Learning Brief 4

Shari Golan, Katrina Woodworth

To support its Pathway Schools Initiative, The McKnight Foundation has engaged initiative leaders in a developmental evaluation led by SRI International and Child Trends.

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