Reducing Achievement Gaps in Academic Writing for Latinos and English Learners in Grades 7–12

• In Event: Professional Development to Support English Learners

Abstract

This study reports findings from a randomized controlled trial of a professional development program that takes a cognitive strategies approach to teaching text-based analytical writing to students, specifically Latinos and mainstreamed English Learners (ELs). 95 teachers in 16 secondary schools were stratified by school and grade and then randomly assigned to the treatment or control group. Treatment teachers participated in 46 hours of training to help students write analytical essays. Difference-in-differences and regression analyses revealed significant effects on student writing outcomes in both years of the intervention (Year 1 d=0.48 and Year 2 d=0.60). Additionally, treatment students had higher pass rates than control students on the California High School Exit Exam in both years.

Authors

• Carol B. Olson, University of California - Irvine

• Tina Matuchniak, University of California - Irvine

• Huy Quoc Chung, University of California - Davis

• Rachel Stumpf, University of California - Irvine

• George Farkas, University of California - Irvine