A Randomized Experiment of a Cognitive Strategies Approach to Text-Based Analytical Writing for Mainstreamed Latino English Language Learners in Grades 6 to 12

Abstract

This study reports year 1 findings from a multi-site cluster randomized controlled trial of a cognitive strategies approach to teaching text-based analytical writing for mainstreamed Latino English Language learners (ELLs) in 9 middle schools and 6 high schools. 103 English teachers were stratified by school and grade and then randomly assigned to the Pathway Project professional development intervention or control group. The Pathway Project trains teachers to use a pretest on-demand writing assessment to improve text-based analytical writing instruction for mainstreamed Latino ELLs who are able to participate in regular English classes. The intervention draws on well documented instructional frameworks for teaching mainstreamed ELLs. Such frameworks emphasize the merits of a cognitive strategies approach that supports these learners' English language development. Pathway teachers participated in 46 hours of training and learned how to apply cognitive strategies by using an on-demand writing assessment to help students understand, interpret, and write analytical essays about literature. Multilevel models revealed significant effects on an on-demand writing assessment (d = .35) and the California Standards Test in English Language Arts (d = .07).

Effectiveness of Literacy Programs Balancing Reading and Writing Instruction: A Meta‐Analysis

“…Summary statistics were obtained directly from the researchers in other instances (e.g., J.S. Kim et al., ; Olson et al., ). Several quasi‐experiments (e.g., Stevens, ; Stevens et al., ) had pretest measures that were conceptually similar but not identical to the corresponding posttest measures.…”

“…Five studies (J.S. Kim et al, ; Murphy & Appel, ; Olson & Land, ; Olson, Matuchniak, Chung, Stumpf, & Farkas, ; Stevens, ) had sample sizes that exceeded the outlier status of N = 2,125. The standard errors for reading and writing ESs were adjusted accordingly.…”

Cost-Effectiveness Analysis of Early Reading Programs: A Demonstration With Recommendations for Future Research

“…Although a method for conducting cost-effectiveness analysis in education has been available for many years using straightforward cost accounting methods based upon opportunity costs (see Chambers & Parrish, 1994a, 1994bLevin, 1975), its application has been limited to only a few educational interventions such as teacher selection (e.g., Levin, 1970); computer-assisted instruction, smaller class sizes, longer school days, and cross-age tutoring (e.g., Levin, Glass, & Meister, 1987); adolescent literacy programs (e.g., Kim et al 2011;Levin, Catlin, & Elson, 2007); and dropout prevention (e.g., Hollands et al, 2014).…”

Professional Accountability for Improving Life, College, and Career Readiness

“…For example, the Pathway Project, a professional development program designed and facilitated by the University of California Irvine Writing Project, works with teachers to support English Language Learners in mainstream classrooms as they improve their capacity to write academic essays. Researchers, who conducted a randomized trial, found that students who were in classrooms with trained Pathway Project teachers improved both their writing scores on an assessment completed for the research and their scores on state English Language Arts tests (Kim et al, 2011).…”

“…Researchers continue to find positive relationships between Writing Project professional development initiatives and improved teacher practice and student outcomes (Kim et al, 2011;Stokes, 2011). For example, the Pathway Project, a professional development program designed and facilitated by the University of California Irvine Writing Project, works with teachers to support English Language Learners in mainstream classrooms as they improve their capacity to write academic essays.…”