Impact of a Multiyear Elementary Science Intervention Focused on English Language Learners

• In Event: 32.030 - Supporting Science Learning for English Language Learner and Linguistically Diverse Students

Abstract

Despite the urgent need for educational interventions that promote equitable science learning opportunities for all students, few studies have investigated the impact of large-scale interventions in elementary school science and still fewer have focused on ELLs. Also, evidence of effects is seldom published beyond the first year of implementation. To address this gap, we report on the second- and third-year findings from a three-year randomized controlled trial of a yearlong fifth-grade science intervention designed to engage ELLs and all students in inquiry-based science learning. Analyses of first-year results revealed positive outcomes for student science achievement (Author, 2016). The purpose of the current study is to determine the extent to which the results were sustained during the second and third years.

Authors

• Lorena Llosa, New York University

• Okhee Lee, New York University

• Christopher D. Van Booven, New York University

• Alison Marie Haas, New York University