This study reports findings from a multisite cluster randomized controlled trial designed to validate and scale up an existing successful professional development program that uses a cognitive strategies approach to text-based analytical writing called Pathway to Academic Success. Multilevel models revealed significant effects on a holistic measure of an on-demand writing assessment (d = .32) as well as on 4 analytic attributes: content (d = .31), structure (d = .29), fluency (d = .27), and conventions (d = .32).
Citation: Olson, C. B., Woodworth, K., Arshan, N., Black, R., Chung, H. Q., D’Aoust, C., Dewar, T., Friedrich, L., Godfrey, L., Land, R., Matuchniak, T., Scarcella, R., & Stowell, L. (2020). The pathway to academic success: Scaling up a text-based analytical writing intervention for Latinos and English learners in secondary school. Journal of Educational Psychology, 112(4), 701.
Related Project: Pathway for Academic Success
Topics: Content accessibility High school Middle school Peer review Research Resource