Eliminating the Achievement Gap for English Learners Through Progressive Formalization Tasks

• In Event: Promoting Teachers' Capacity to Address Linguistic Diversity

Abstract

This paper discusses the outcomes and implications of an intervention funded by an Investing in Innovation (i3) grant from the U.S. Department of Education. Through the creation and use of progressive formalization tasks (PFTs), treatment teachers were able to positively impact student achievement in a randomized controlled experiment involving 4,620 students across 10 school districts in California. Our findings were statistically significant and met the criteria for the highest rating in the What Works Clearinghouse (WWC) Standards (Version 4.1). The most notable outcome was that our intervention eliminated the achievement gap between English learners (EL) and their non-EL counterparts in 8th grade mathematics. Findings from our intervention can provide important lessons for professional development and coaching for mathematics teachers.

Authors

• Ivan Cheng, California State University - Northridge

• Andrew T Ainsworth, California State University - Northridge

• Scott A Appelrouth, California State University - Northridge

• Jimmy Xie, California State University - Northridge

• Jan Wood, California State University - Northridge