تقرير
Literacy Design Collaborative 2018-2019 Evaluation Report for New York City Department of Education
| العنوان: | Literacy Design Collaborative 2018-2019 Evaluation Report for New York City Department of Education |
|---|---|
| اللغة: | English |
| المؤلفون: | Wang, Jia, Herman, Joan L., Epstein, Scott, Leon, Seth, La Torre, Deborah, Bozeman, Velette, National Center for Research on Evaluation, Standards, and Student Testing (CRESST) |
| المصدر: | National Center for Research on Evaluation, Standards, and Student Testing (CRESST). 2020. |
| الإتاحة: | National Center for Research on Evaluation, Standards, and Student Testing (CRESST). 300 Charles E Young Drive N, GSE&IS Building 3rd Floor, Mailbox 951522, Los Angeles, CA 90095-1522. Tel: 310-206-1532; Fax: 310-825-3883; Web site: http://www.cresst.org |
| Peer Reviewed: | N |
| Page Count: | 256 |
| تاريخ النشر: | 2020 |
| Sponsoring Agency: | Literacy Design Collaborative (LDC) |
| نوع الوثيقة: | Reports - Research Tests/Questionnaires |
| Education Level: | Elementary Education Junior High Schools Middle Schools Secondary Education High Schools Elementary Secondary Education |
| Descriptors: | Literacy Education, College Readiness, Career Readiness, Content Area Writing, Faculty Development, Coaching (Performance), Program Effectiveness, Teacher Attitudes, Administrator Attitudes, Common Core State Standards, Program Implementation, Fidelity, Outcomes of Education, Elementary School Teachers, Middle School Teachers, High School Teachers, Teacher Leadership, Communities of Practice |
| مصطلحات جغرافية: | New York (New York) |
| مستخلص: | The Literacy Design Collaborative (LDC) was created to support teachers in implementing college and career readiness standards in order to teach literacy skills throughout the content areas. Teachers work collaboratively with coaches to further develop their expertise and design standards-driven, literacy-rich writing assignments within their existing curriculum across all content areas. This report presents the results on implementation of LDC in the New York City Department of Education during the third year of the intervention, and the impact of the program across multiple years. As of 2018-2019, participating schools included 13 from Cohort 1, which began implementation during the 2016-2017 school year, and 23 from Cohort 2, which commenced at the beginning of the 2017-2018 school year. Our primary impact analyses, presented in this report for the first time, pool teachers from both cohorts to measure their impact after participating in LDC for 2 consecutive years (2017-2018 student outcomes for Cohort 1 and 2018-2019 student outcomes for Cohort 2). Teachers and administrators appreciated LDC and perceived positive impact on their practice and their students' learning. Quasi-experimental analyses tended to produce positive estimates for the impact of LDC on student English language arts (ELA) assessment scores, but the differences did not reach the level of statistical significance. [For the 2017-2018 evaluation report, see ED606884.] |
| Abstractor: | As Provided |
| What Works Clearinghouse (WWC) Reviewed: | Meets Evidence Standards with Reservations |
| WWC Study Page: | https://ies.ed.gov/ncee/wwc/Study/90220 |
| Entry Date: | 2020 |
| رقم الأكسشن: | ED608254 |
| قاعدة البيانات: | ERIC |
| الوصف غير متاح. |