This report shares findings from a survey conducted with Newcomer students, defined as individuals attending schools in the United States for three years or less and who speak a language other than English at home, in Oakland Unified School District. The survey was designed to inform the work of the Newcomer Wellness Initiative, a program … Continue reading Newcomer Wellness Initiative 2019-20 Evaluation Report
SRI Education is leading an external evaluation of bilingual professional development developed by faculty from Santa Clara University and San Jose State University. The National Professional Development Program of the Office of English Language Acquisition has funded this 5-year project to develop bilingual professional development for in-service teachers, pre-service teachers, and student caregivers. The project … Continue reading Bilingual/Biliterate Instruction for Bilingual Youth (BBILY) Evaluation
The First 5 Dual Language Expansion Pilot project provides an evaluation of the effectiveness of the Dual Language Supports for Early Learning Settings tool with coaches supporting educators implementing personalized oral language learning (POLL) strategies to ensure full access and effective participation of children who are Dual Language Learners (birth to age 5) and their families.
Project: Pathway for Academic Success
The evaluation of the Pathway to Academic Success expansion grant is a 2-year RCT designed to meet WWC group standards without reservations that assesses the impact of this reading and writing intervention for teachers who serve secondary English Learners. It also includes a 1-year implementation study, which focuses specifically on how Pathway instructional strategies and … Continue reading Pathway for Academic Success
This blog describes a two-year project in collaboration with the Virgin Islands Department of Education to ensure that all educators have access to best practices for English learners. View Resource Citation: Parker, C.E. (2021). Virgin Islands Project Supports All Educators in Instructing English Learners. Regional Educational Laboratory Northeast & Islands. Retrieved from https://ies.ed.gov/ncee/edlabs/regions/northeast/Blog/Post/35 Related Project: … Continue reading Virgin Islands Project Supports All Educators in Instructing English Learners
This paper describes the preliminary findings from Year 1 of a 2-year efficacy study addressing the following research hypotheses: (1) compared with fourth-grade students using traditional paper-based science notebooks in business-as-usual classrooms, students in the Science Notebook for a Universal Design for Learning Environment (SNUDLE) classrooms will significantly increase their science content knowledge and motivation … Continue reading Efficacy Study of the Science Notebook in a Universal Design for Learning Environment: Preliminary Findings
Research on teachers integrating Language proficiency standards with content standards so lessons were rich and still accessible to English learners. View Resource Citation: Patel, D., Wei, X., Laguarda, K., Stites, R., Cheever, H., & Goetz, R. (2018). Evaluation of education connections: Supporting teachers with standards-based instruction for English learners in mainstream classrooms. SRI Education. Related Project: … Continue reading Evaluation of education connections: Supporting teachers with standards-based instruction for English learners in mainstream classrooms
Project: Evaluation of Education Connections
The Center for Applied Linguistics developed an online site, Education Connections, to train and support teachers in integrating English language proficiency standards with content standards to deliver lessons that are both content rich and accessible to English learners. SRI provided external evaluation of the intervention. Although the evaluation found that EdConx had no effect on … Continue reading Evaluation of Education Connections
The Mobile Messaging on Responsive Caregiving Study is evaluating the impact of two messaging programs on responsive caregiving practices and attitudes, knowledge, and confidence among caregivers of 18- to 36-month-old children.