The Impact of Every Classroom, Every Day on High School Student Achievement: Results From a School-Randomized Trial

Diane M. Early; Juliette K. Berg; Stacey Alicea; Yajuan Si; J. Lawrence Aber; Richard M. Ryan; Edward L. Deci

doi:10.1080/19345747.2015.1055638

The Impact of Every Classroom, Every Day on High School Student Achievement: Results From a School-Randomized Trial

Diane M. Early, Juliette K. Berg, Stacey Alicea, Yajuan Si, J. Lawrence Aber, Richard M. Ryan, Edward L. Deci

Department of Education

Research output: Contribution to journal › Article › peer-review

15 Scopus citations

Abstract

Every Classroom, Every Day (ECED) is a set of instructional improvement interventions designed to increase student achievement in math and English/language arts (ELA). ECED includes three primary components: (a) systematic classroom observations by school leaders, (b) intensive professional development and support for math teachers and instructional leaders to reorganize math instruction, assessment, and grading around mastery of benchmarks, and (c) a structured literacy curriculum that supplements traditional English courses, with accompanying professional development and support for teachers surrounding its use. The present study is a two-year trial, conducted by independent researchers, which employed a school-randomized design and included 20 high schools (10 treatment; 10 control) in five districts in four states. The students were ethnically diverse and most were eligible for free or reduced-price lunch. Results provided evidence that ECED improved scores on standardized tests of math achievement, but not standardized tests of ELA achievement. Findings are discussed in terms of differences between math and ELA and of implications for future large-scale school-randomized trials.

Original language	English
Pages (from-to)	3-29
Number of pages	27
Journal	Journal of Research on Educational Effectiveness
Volume	9
Issue number	1
DOIs	https://doi.org/10.1080/19345747.2015.1055638
State	Published - 2 Jan 2016

Bibliographical note

Funding Information:
The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305R070025 to the University of Rochester. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.

Publisher Copyright:
© 2016 Taylor & Francis Group, LLC.

Keywords

English/language arts achievement
high school
instruction
math achievement
school-randomized trial

Access to Document

10.1080/19345747.2015.1055638

Cite this

@article{494966c77a4747e496d4beeffef689b7,

title = "The Impact of Every Classroom, Every Day on High School Student Achievement: Results From a School-Randomized Trial",

abstract = "Every Classroom, Every Day (ECED) is a set of instructional improvement interventions designed to increase student achievement in math and English/language arts (ELA). ECED includes three primary components: (a) systematic classroom observations by school leaders, (b) intensive professional development and support for math teachers and instructional leaders to reorganize math instruction, assessment, and grading around mastery of benchmarks, and (c) a structured literacy curriculum that supplements traditional English courses, with accompanying professional development and support for teachers surrounding its use. The present study is a two-year trial, conducted by independent researchers, which employed a school-randomized design and included 20 high schools (10 treatment; 10 control) in five districts in four states. The students were ethnically diverse and most were eligible for free or reduced-price lunch. Results provided evidence that ECED improved scores on standardized tests of math achievement, but not standardized tests of ELA achievement. Findings are discussed in terms of differences between math and ELA and of implications for future large-scale school-randomized trials.",

keywords = "English/language arts achievement, high school, instruction, math achievement, school-randomized trial",

author = "Early, {Diane M.} and Berg, {Juliette K.} and Stacey Alicea and Yajuan Si and Aber, {J. Lawrence} and Ryan, {Richard M.} and Deci, {Edward L.}",

note = "Funding Information: The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305R070025 to the University of Rochester. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education. Publisher Copyright: {\textcopyright} 2016 Taylor & Francis Group, LLC.",

year = "2016",

month = jan,

day = "2",

doi = "10.1080/19345747.2015.1055638",

language = "English",

volume = "9",

pages = "3--29",

journal = "Journal of Research on Educational Effectiveness",

issn = "1934-5747",

publisher = "Routledge",

number = "1",

}

TY - JOUR

T1 - The Impact of Every Classroom, Every Day on High School Student Achievement

T2 - Results From a School-Randomized Trial

AU - Early, Diane M.

AU - Berg, Juliette K.

AU - Alicea, Stacey

AU - Si, Yajuan

AU - Aber, J. Lawrence

AU - Ryan, Richard M.

AU - Deci, Edward L.

N1 - Funding Information: The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305R070025 to the University of Rochester. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education. Publisher Copyright: © 2016 Taylor & Francis Group, LLC.

PY - 2016/1/2

Y1 - 2016/1/2

N2 - Every Classroom, Every Day (ECED) is a set of instructional improvement interventions designed to increase student achievement in math and English/language arts (ELA). ECED includes three primary components: (a) systematic classroom observations by school leaders, (b) intensive professional development and support for math teachers and instructional leaders to reorganize math instruction, assessment, and grading around mastery of benchmarks, and (c) a structured literacy curriculum that supplements traditional English courses, with accompanying professional development and support for teachers surrounding its use. The present study is a two-year trial, conducted by independent researchers, which employed a school-randomized design and included 20 high schools (10 treatment; 10 control) in five districts in four states. The students were ethnically diverse and most were eligible for free or reduced-price lunch. Results provided evidence that ECED improved scores on standardized tests of math achievement, but not standardized tests of ELA achievement. Findings are discussed in terms of differences between math and ELA and of implications for future large-scale school-randomized trials.

AB - Every Classroom, Every Day (ECED) is a set of instructional improvement interventions designed to increase student achievement in math and English/language arts (ELA). ECED includes three primary components: (a) systematic classroom observations by school leaders, (b) intensive professional development and support for math teachers and instructional leaders to reorganize math instruction, assessment, and grading around mastery of benchmarks, and (c) a structured literacy curriculum that supplements traditional English courses, with accompanying professional development and support for teachers surrounding its use. The present study is a two-year trial, conducted by independent researchers, which employed a school-randomized design and included 20 high schools (10 treatment; 10 control) in five districts in four states. The students were ethnically diverse and most were eligible for free or reduced-price lunch. Results provided evidence that ECED improved scores on standardized tests of math achievement, but not standardized tests of ELA achievement. Findings are discussed in terms of differences between math and ELA and of implications for future large-scale school-randomized trials.

KW - English/language arts achievement

KW - high school

KW - instruction

KW - math achievement

KW - school-randomized trial

UR - http://www.scopus.com/inward/record.url?scp=84957838757&partnerID=8YFLogxK

U2 - 10.1080/19345747.2015.1055638

DO - 10.1080/19345747.2015.1055638

M3 - Article

AN - SCOPUS:84957838757

SN - 1934-5747

VL - 9

SP - 3

EP - 29

JO - Journal of Research on Educational Effectiveness

JF - Journal of Research on Educational Effectiveness

IS - 1

ER -

The Impact of Every Classroom, Every Day on High School Student Achievement: Results From a School-Randomized Trial

Abstract

Bibliographical note

Keywords

Access to Document

Fingerprint

Cite this