Correlational, Effect Size
Under the Every Student Succeeds Act (ESSA), evidence-based interventions are practices or programs that have evidence showing they are effective at producing results and improving outcomes when implemented; a promising intervention should be supported by one or more correlational studies with controls for selection bias. A goal of this research was to meet tier 3 ESSA standards by analyzing the impact of Classworks intervention while controlling for selection bias to this study.
Classworks usage and Renaissance® Star Early Literacy assessment data.
• 384 students in comparison group
• 239 students in treatment group
The purpose of this study was to gather data related to the impact of Classworks on first-grade students across districts that use Star Early Literacy assessments. The report includes program usage data and analyses of student achievement for students with and without Classworks ILP instruction.
The following evaluation questions are addressed in the present study:
1) Does the adoption of Classworks lead to better outcomes for students?
2) Do these outcomes vary by students’ baseline achievement?
The analysis indicated statistically significant differences favoring the treatment group. The sample of first graders satisfied baseline achievement according to WWC standards, however students exposed to Classworks instruction increased their scores from fall to winter by 27.8 more points than students without Classworks instruction.These differences only widened when selecting for subsets of lower-performing students; among students with a baseline score below the 50th percentile, students with Classworks instruction saw 38.5 more growth points from fall to winter, and 48.2 more for students with baseline scores below the 25th percentile.