Impact of a large-scale science intervention focused on English language learners

Lorena Llosa, Okhee Lee, Feng Jiang, Alison Haas, Corey O’Connor, Christopher D. Van Booven, Michael J. Kieffer

Research output: Contribution to journalArticlepeer-review

Abstract

The authors evaluated the effects of P-SELL, a science curricular and professional development intervention for fifth-grade students with a focus on English language learners (ELLs). Using a randomized controlled trial design with 33 treatment and 33 control schools across three school districts in one state, we found significant and meaningfully sized intervention effects on a researcher-developed science assessment and the state science assessment. Subgroup analyses revealed that the P-SELL intervention had a positive and significant effect for each language proficiency group (ELLs, recently reclassified ELLs, former ELLs, and non-ELLs) on the researcher-developed assessment. The intervention also had a positive effect for former ELLs and non-ELLs on the state science assessment, but for ELLs and recently reclassified ELLs, the effect was not statistically significant.

Original languageEnglish (US)
Pages (from-to)395-424
Number of pages30
JournalAmerican Educational Research Journal
Volume53
Issue number2
DOIs
StatePublished - 2016

Keywords

  • English language learners
  • elementary school science
  • inquiry-based science
  • randomized controlled trial
  • science achievement

ASJC Scopus subject areas

  • Education

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