A study published in Journal of Educational Psychology reports on two years of findings from a randomised controlled trial of the Pathway Project, an intervention designed to reduce achievement gaps in academic writing for pupils who are Latino or have English as an Additional Language (EAL).
Ninety-five teachers from 16 secondary schools in the Anaheim Union High School District – a large, diverse, low-socioeconomic status, urban district with over 33,000 pupils (60% Latino and 66% EAL) – were randomly assigned to the treatment (Pathway) or control condition. Teachers in the Pathway group took part in a 46-hour professional development programme where they were trained to help improve pupils’ interpretative reading and text-based analytical writing using a cognitive strategies approach.
Findings from the study show promising results in both years of the intervention that appear to close the achievement gap in writing outcomes for Latino pupils and EALs in grades 7 to 12 (Years 8-13). In the first year of the trial, Pathway pupils gained 0.99 points more for an on-demand academic writing assessment than control pupils, which was highly statistically significant. Significant effects were attained for all grade levels except 12th grade (Year 13). The second year also showed a large positive, significant effect of the intervention on the full sample. Pre- and post-test scores for the academic writing assessment showed an effect size of +0.48 in the first year and +0.60 in the second year.
Programme effects were positive and significant for all the language groups, with the very largest occurring for EALs. This suggests that the Pathway Project may be particularly beneficial for pupils still in the process of learning English. In addition, pupils in the Pathway group had higher odds than pupils in the control group of passing the California Higher School Exit Exam in both years.
Source: Reducing achievement gaps in academic writing for Latinos and English learners in Grades 7–12 (January 2017), Journal of Educational Psychology, Vol 109(1), 1-21.