Sustaining continued acceleration in reading comprehension achievement following an intervention

Abstract

Schooling improvement initiatives have demonstrated that moderate but significant achievement gains are possible with well designed interventions, but there is little research into whether these gains can be sustained. The present study examines the extent to which acceleration in achievement made during a three-year literacy intervention and the associated school-based practices were continued. Statistical modelling showed continued acceleration in student achievement (four months in addition to expected progress) at a rate similar to the intervention. The school-based practices associated with sustainability were part of a process of change (rather than a specific instructional programme) comprising two dimensions -organisational learning through ongoing inquiry into solving problems arising from teaching and learning and the development of professional learning communities to promote organisational learning. Effectiveness was enhanced by schools embedding the process into their normal school routines as part of a coherent instructional programme and the availability of expertise.Keywords Literacy . Sustainability . Academic achievement Schooling improvement initiatives have demonstrated that moderate but significant achievement gains are possible with well designed interventions (e.g., Borman 2005). The pressing concern is sustaining these interventions, particularly in contexts where substantial disparities in achievement need to be overcome.

Factors promoting and hindering data-based decision making in schools

“…The primary reason for this is that we expect teachers to make high-quality decisions, which requires their decisions to be based not only on experience and intuition but also on data. Several studies have shown that data use can lead to school improvement in terms of increased student achievement (Campbell & Levin, 2009;Carlson, Borman, & Robinson, 2011;Lai, McNaughton, Timperley, & Hsiao, 2009;McNaughton, Lai, & Hsiao, 2012). Teachers can use data, such as assessment data and classroom observation data, to determine the learning needs of their students, and to adapt their instruction according to these learning needs.…”

Opening the black box: knowledge creation in data teams

“…As a result, teachers may change their behavior, such as by trying out different instructional strategies, which can improve their own performance (Schildkamp and Kuiper, 2010) and lead to improved student achievement (Campbell and Fullan, 2006;Carlson et al, 2011;Lai et al, 2009).…”

Editorial article for the special issue on data-based decision making around the world: from policy to practice to results

“…Staff, students, and contexts change, so that what used to be effective and worked at one point in time may become ineffective when students change or new teachers come into the school (Lai, McNaughton, Timperley, et al, 2009). Teachers and school leaders need data to help monitor their constantly changing environment -what has changed and to what extent are curriculum aims and staff and student needs being met -so that they are able to react in a timely and evidence-based manner to uncover and solve new problems.…”

“…Growing evidence exists that data use can lead to school improvement in terms of increased student achievement levels (Campbell & Levin, 2009;Carlson et al, 2011;Cawelti & Protheroe, 2001;Lai, McNaughton, Amituanai-Toloa, Turner, & Hsiao, 2009;Lai, McNaughton, Timperley, et al, 2009;McNaughton et al, this issue;Timperley & Parr, 2009;Wohlstetter et al, 2008). A recent synthesis of the literature on professional learning that makes a difference to student learning and achievement found that schools that used data to inquire into School Effectiveness and School Improvementthe effectiveness of their teaching and school practices made significant improvements in achievement (Timperley et al, 2007).…”

“…School leaders and teachers can use data (e.g., information on the functioning of their school) to change teaching, address existing (ineffective) programs in their schools, and improve the functioning of the school in terms of increased student achievement (Carlson et al, 2011;Lai, McNaughton, Timperley, & Hsiao, 2009;McNaughton, Lai, & Hsiao, this issue;Wohlstetter, Datnow, & Park, 2008).…”