The Impact of a Fifth-Grade Science Curricular and Professional Development Intervention on Student Science Achievement With a Focus on English Language Learners: Evidence From a Randomized Control Trial

• In Event: 46.087 - Poster Session 8
  In Poster Session: 46.087-5 - STEM Matters: Curriculum, Instructional Practices, and Student Gains

Abstract

This paper presents the first-year results of a randomized control trial scale-up study of a fifth grade curricular and professional development intervention to improve science achievement of all students, including ELLs. 66 elementary schools were randomly selected from three school districts in a southeastern state in the US and then randomly assigned to a treatment group of 33 schools participating in the intervention and a control group of 33 schools using the district-adopted science curriculum. The intervention had positive impacts on student achievement on both a researcher-developed science test and the state science assessment. The intervention effect did not vary based on students’ different levels of English proficiency.

Authors

• Lorena Llosa, New York University

• Okhee Lee, New York University

• Feng Jiang, New York University

• Corey O'Connor, New York University

• Alison Marie Haas, New York University