Accelerating Literacy for Adolescents (ALFA): Evaluating ALFA Lab Using a Regression Discontinuity Design

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Abstract

This paper investigates the impact of assignment to the Accelerating Literacy for Adolescents (ALFA) Lab, an additional semester-long class taken during an elective period, on ninth grade student reading achievement, motivation, and frequency. We conducted a regression discontinuity (RD) study where students from diverse high schools in four states were assigned to ALFA lab if the value on a pre-assignment reading measure fell below a threshold cutoff. The study found positive but non-significant effects on reading achievement, motivation, and frequency. We discuss several issues that may have contributed to the failure to detect significant impacts: Student absences, student attrition, and limited instructional time due to the COVID-19 pandemic.

Authors

• Marcia H. Davis, Johns Hopkins University

• Jason Schoeneberger, ICF International

• Christopher H. Rhoads, University of Connecticut

• Douglas J. Mac Iver, Johns Hopkins University

• Xiaodong Zhang, ICF International

• Martha Abele Mac Iver, Johns Hopkins University

• Samantha Spinney, ICF International