Literacy Design Collaborative 2018-2019 Evaluation Report. CRESST Report 867. Revised
Engaged inthe evaluation of LDC tools since June 2011, UCLA's National Center for Research on Evaluation, Standards, and Student Testing (CRESST) is using multiple data sources and a quasi-experimental design to examine LDC implementation and impact in two cohorts of schools in two large, urban...
Gespeichert in:
| Veröffentlicht in: | National Center for Research on Evaluation, Standards, and Student Testing (CRESST) Standards, and Student Testing (CRESST), 2020 |
|---|---|
| Hauptverfasser: | , , , , , |
| Format: | Report |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext bestellen |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | |
|---|---|
| container_issue | |
| container_start_page | |
| container_title | National Center for Research on Evaluation, Standards, and Student Testing (CRESST) |
| container_volume | |
| creator | Wang, Jia Herman, Joan L Epstein, Scott Leon, Seth La Torre, Deborah Bozeman, Velette |
| description | Engaged inthe evaluation of LDC tools since June 2011, UCLA's National Center for Research on Evaluation, Standards, and Student Testing (CRESST) is using multiple data sources and a quasi-experimental design to examine LDC implementation and impact in two cohorts of schools in two large, urban school districts. This report presents the results on implementation of LDC in the large urban school district on the West Coast during the third year of the intervention, and the impact of the program across multiple years. Findings from both participant surveys and analyses of student outcomes reveal positive results for the LDC intervention. Analysis of student outcomes provided evidence of the program's effectiveness and confirmation for participants' positive views. Quasi-experimental analyses demonstrated a statistically significant positive impact of LDC as practiced by middle school teachers with 2 years of program experience across two cohorts of schools and teachers. A statistically significant positive impact was also found for Cohort 2 middle schools after just one year of implementation. [For the original report, "Literacy Design Collaborative 2018-2019 Evaluation Report. CRESST Report 867," see ED605029.] |
| format | Report |
| fullrecord | <record><control><sourceid>eric_GA5</sourceid><recordid>TN_cdi_eric_primary_ED606356</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>ED606356</ericid><sourcerecordid>ED606356</sourcerecordid><originalsourceid>FETCH-eric_primary_ED6063563</originalsourceid><addsrcrecordid>eNrjZAj1ySxJLUpMrlRwSS3OTM9TcM7PyUlMyi9KLMksS1UwMjC00AUSlgquZYk5pUDB_DyFoNSC_KISPQXnINfg4BAoV8HCzFwPyC7LLE5N4WFgTUvMKU7lhdLcDDJuriHOHrqpRZnJ8QVFmbmJRZXxri5mBmbGpmbGBKQBKGAzQw</addsrcrecordid><sourcetype>Open Access Repository</sourcetype><iscdi>true</iscdi><recordtype>report</recordtype></control><display><type>report</type><title>Literacy Design Collaborative 2018-2019 Evaluation Report. CRESST Report 867. Revised</title><source>ERIC - Full Text Only (Discovery)</source><creator>Wang, Jia ; Herman, Joan L ; Epstein, Scott ; Leon, Seth ; La Torre, Deborah ; Bozeman, Velette</creator><creatorcontrib>Wang, Jia ; Herman, Joan L ; Epstein, Scott ; Leon, Seth ; La Torre, Deborah ; Bozeman, Velette ; National Center for Research on Evaluation, Standards, and Student Testing (CRESST)</creatorcontrib><description>Engaged inthe evaluation of LDC tools since June 2011, UCLA's National Center for Research on Evaluation, Standards, and Student Testing (CRESST) is using multiple data sources and a quasi-experimental design to examine LDC implementation and impact in two cohorts of schools in two large, urban school districts. This report presents the results on implementation of LDC in the large urban school district on the West Coast during the third year of the intervention, and the impact of the program across multiple years. Findings from both participant surveys and analyses of student outcomes reveal positive results for the LDC intervention. Analysis of student outcomes provided evidence of the program's effectiveness and confirmation for participants' positive views. Quasi-experimental analyses demonstrated a statistically significant positive impact of LDC as practiced by middle school teachers with 2 years of program experience across two cohorts of schools and teachers. A statistically significant positive impact was also found for Cohort 2 middle schools after just one year of implementation. [For the original report, "Literacy Design Collaborative 2018-2019 Evaluation Report. CRESST Report 867," see ED605029.]</description><language>eng</language><publisher>National Center for Research on Evaluation, Standards, and Student Testing (CRESST)</publisher><subject>Administrator Attitudes ; Administrator Surveys ; Alignment (Education) ; Asynchronous Communication ; Coaching (Performance) ; Common Core State Standards ; Communities of Practice ; Comparative Analysis ; Elementary Secondary Education ; English ; English Language Learners ; Faculty Development ; Hispanic American Students ; Instructional Leadership ; Intervention ; Language Arts ; Literacy Education ; Middle School Students ; Middle School Teachers ; Outcomes of Education ; Program Effectiveness ; Program Evaluation ; School Districts ; Teacher Attitudes ; Teacher Collaboration ; Teacher Surveys ; Teaching Methods ; Urban Schools</subject><ispartof>National Center for Research on Evaluation, Standards, and Student Testing (CRESST), 2020</ispartof><tpages>240</tpages><format>240</format><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>230,687,776,881,4476</link.rule.ids><linktorsrc>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=ED606356$$EView_record_in_ERIC_Clearinghouse_on_Information_&_Technology$$FView_record_in_$$GERIC_Clearinghouse_on_Information_&_Technology$$Hfree_for_read</linktorsrc><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=ED606356$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Wang, Jia</creatorcontrib><creatorcontrib>Herman, Joan L</creatorcontrib><creatorcontrib>Epstein, Scott</creatorcontrib><creatorcontrib>Leon, Seth</creatorcontrib><creatorcontrib>La Torre, Deborah</creatorcontrib><creatorcontrib>Bozeman, Velette</creatorcontrib><creatorcontrib>National Center for Research on Evaluation, Standards, and Student Testing (CRESST)</creatorcontrib><title>Literacy Design Collaborative 2018-2019 Evaluation Report. CRESST Report 867. Revised</title><title>National Center for Research on Evaluation, Standards, and Student Testing (CRESST)</title><description>Engaged inthe evaluation of LDC tools since June 2011, UCLA's National Center for Research on Evaluation, Standards, and Student Testing (CRESST) is using multiple data sources and a quasi-experimental design to examine LDC implementation and impact in two cohorts of schools in two large, urban school districts. This report presents the results on implementation of LDC in the large urban school district on the West Coast during the third year of the intervention, and the impact of the program across multiple years. Findings from both participant surveys and analyses of student outcomes reveal positive results for the LDC intervention. Analysis of student outcomes provided evidence of the program's effectiveness and confirmation for participants' positive views. Quasi-experimental analyses demonstrated a statistically significant positive impact of LDC as practiced by middle school teachers with 2 years of program experience across two cohorts of schools and teachers. A statistically significant positive impact was also found for Cohort 2 middle schools after just one year of implementation. [For the original report, "Literacy Design Collaborative 2018-2019 Evaluation Report. CRESST Report 867," see ED605029.]</description><subject>Administrator Attitudes</subject><subject>Administrator Surveys</subject><subject>Alignment (Education)</subject><subject>Asynchronous Communication</subject><subject>Coaching (Performance)</subject><subject>Common Core State Standards</subject><subject>Communities of Practice</subject><subject>Comparative Analysis</subject><subject>Elementary Secondary Education</subject><subject>English</subject><subject>English Language Learners</subject><subject>Faculty Development</subject><subject>Hispanic American Students</subject><subject>Instructional Leadership</subject><subject>Intervention</subject><subject>Language Arts</subject><subject>Literacy Education</subject><subject>Middle School Students</subject><subject>Middle School Teachers</subject><subject>Outcomes of Education</subject><subject>Program Effectiveness</subject><subject>Program Evaluation</subject><subject>School Districts</subject><subject>Teacher Attitudes</subject><subject>Teacher Collaboration</subject><subject>Teacher Surveys</subject><subject>Teaching Methods</subject><subject>Urban Schools</subject><fulltext>true</fulltext><rsrctype>report</rsrctype><creationdate>2020</creationdate><recordtype>report</recordtype><sourceid>GA5</sourceid><recordid>eNrjZAj1ySxJLUpMrlRwSS3OTM9TcM7PyUlMyi9KLMksS1UwMjC00AUSlgquZYk5pUDB_DyFoNSC_KISPQXnINfg4BAoV8HCzFwPyC7LLE5N4WFgTUvMKU7lhdLcDDJuriHOHrqpRZnJ8QVFmbmJRZXxri5mBmbGpmbGBKQBKGAzQw</recordid><startdate>202004</startdate><enddate>202004</enddate><creator>Wang, Jia</creator><creator>Herman, Joan L</creator><creator>Epstein, Scott</creator><creator>Leon, Seth</creator><creator>La Torre, Deborah</creator><creator>Bozeman, Velette</creator><general>National Center for Research on Evaluation, Standards, and Student Testing (CRESST)</general><scope>ERI</scope><scope>GA5</scope></search><sort><creationdate>202004</creationdate><title>Literacy Design Collaborative 2018-2019 Evaluation Report. CRESST Report 867. Revised</title><author>Wang, Jia ; Herman, Joan L ; Epstein, Scott ; Leon, Seth ; La Torre, Deborah ; Bozeman, Velette</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-eric_primary_ED6063563</frbrgroupid><rsrctype>reports</rsrctype><prefilter>reports</prefilter><language>eng</language><creationdate>2020</creationdate><topic>Administrator Attitudes</topic><topic>Administrator Surveys</topic><topic>Alignment (Education)</topic><topic>Asynchronous Communication</topic><topic>Coaching (Performance)</topic><topic>Common Core State Standards</topic><topic>Communities of Practice</topic><topic>Comparative Analysis</topic><topic>Elementary Secondary Education</topic><topic>English</topic><topic>English Language Learners</topic><topic>Faculty Development</topic><topic>Hispanic American Students</topic><topic>Instructional Leadership</topic><topic>Intervention</topic><topic>Language Arts</topic><topic>Literacy Education</topic><topic>Middle School Students</topic><topic>Middle School Teachers</topic><topic>Outcomes of Education</topic><topic>Program Effectiveness</topic><topic>Program Evaluation</topic><topic>School Districts</topic><topic>Teacher Attitudes</topic><topic>Teacher Collaboration</topic><topic>Teacher Surveys</topic><topic>Teaching Methods</topic><topic>Urban Schools</topic><toplevel>online_resources</toplevel><creatorcontrib>Wang, Jia</creatorcontrib><creatorcontrib>Herman, Joan L</creatorcontrib><creatorcontrib>Epstein, Scott</creatorcontrib><creatorcontrib>Leon, Seth</creatorcontrib><creatorcontrib>La Torre, Deborah</creatorcontrib><creatorcontrib>Bozeman, Velette</creatorcontrib><creatorcontrib>National Center for Research on Evaluation, Standards, and Student Testing (CRESST)</creatorcontrib><collection>ERIC</collection><collection>ERIC - Full Text Only (Discovery)</collection></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext_linktorsrc</fulltext></delivery><addata><au>Wang, Jia</au><au>Herman, Joan L</au><au>Epstein, Scott</au><au>Leon, Seth</au><au>La Torre, Deborah</au><au>Bozeman, Velette</au><aucorp>National Center for Research on Evaluation, Standards, and Student Testing (CRESST)</aucorp><format>book</format><genre>unknown</genre><ristype>RPRT</ristype><ericid>ED606356</ericid><atitle>Literacy Design Collaborative 2018-2019 Evaluation Report. CRESST Report 867. Revised</atitle><jtitle>National Center for Research on Evaluation, Standards, and Student Testing (CRESST)</jtitle><date>2020-04</date><risdate>2020</risdate><abstract>Engaged inthe evaluation of LDC tools since June 2011, UCLA's National Center for Research on Evaluation, Standards, and Student Testing (CRESST) is using multiple data sources and a quasi-experimental design to examine LDC implementation and impact in two cohorts of schools in two large, urban school districts. This report presents the results on implementation of LDC in the large urban school district on the West Coast during the third year of the intervention, and the impact of the program across multiple years. Findings from both participant surveys and analyses of student outcomes reveal positive results for the LDC intervention. Analysis of student outcomes provided evidence of the program's effectiveness and confirmation for participants' positive views. Quasi-experimental analyses demonstrated a statistically significant positive impact of LDC as practiced by middle school teachers with 2 years of program experience across two cohorts of schools and teachers. A statistically significant positive impact was also found for Cohort 2 middle schools after just one year of implementation. [For the original report, "Literacy Design Collaborative 2018-2019 Evaluation Report. CRESST Report 867," see ED605029.]</abstract><pub>National Center for Research on Evaluation, Standards, and Student Testing (CRESST)</pub><tpages>240</tpages><oa>free_for_read</oa></addata></record> |
| fulltext | fulltext_linktorsrc |
| identifier | |
| ispartof | National Center for Research on Evaluation, Standards, and Student Testing (CRESST), 2020 |
| issn | |
| language | eng |
| recordid | cdi_eric_primary_ED606356 |
| source | ERIC - Full Text Only (Discovery) |
| subjects | Administrator Attitudes Administrator Surveys Alignment (Education) Asynchronous Communication Coaching (Performance) Common Core State Standards Communities of Practice Comparative Analysis Elementary Secondary Education English English Language Learners Faculty Development Hispanic American Students Instructional Leadership Intervention Language Arts Literacy Education Middle School Students Middle School Teachers Outcomes of Education Program Effectiveness Program Evaluation School Districts Teacher Attitudes Teacher Collaboration Teacher Surveys Teaching Methods Urban Schools |
| title | Literacy Design Collaborative 2018-2019 Evaluation Report. CRESST Report 867. Revised |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-02-03T04%3A13%3A52IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-eric_GA5&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=unknown&rft.atitle=Literacy%20Design%20Collaborative%202018-2019%20Evaluation%20Report.%20CRESST%20Report%20867.%20Revised&rft.jtitle=National%20Center%20for%20Research%20on%20Evaluation,%20Standards,%20and%20Student%20Testing%20(CRESST)&rft.au=Wang,%20Jia&rft.aucorp=National%20Center%20for%20Research%20on%20Evaluation,%20Standards,%20and%20Student%20Testing%20(CRESST)&rft.date=2020-04&rft_id=info:doi/&rft_dat=%3Ceric_GA5%3EED606356%3C/eric_GA5%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_id=info:pmid/&rft_ericid=ED606356&rfr_iscdi=true |