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From: "Crawford, June" <jcrawford@nifl.gov>
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Subject: [NIFL-LD:4093] New from the What Works Clearinghouse!
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FYI Listers:
U.S. Department of Education
Office of Public Affairs, News Branch
400 Maryland Ave., S.W.
Washington, D.C. 20202
FOR RELEASE
April 2, 2003
Contact: David Thomas
(202) 401-1576
DEPARTMENT ANNOUNCES FIRST TOPICS FOR WHAT WORKS CLEARINGHOUSE EVIDENCE
REPORTS
The U.S. Department of Education's Institute of Education Sciences
today announced seven initial Evidence Report topics for the What Works
Clearinghouse (WWC). The topics were chosen to meet the needs of educators
and education decision makers to identify and implement effective and
replicable approaches to improve important student outcomes.
"The current nationwide emphasis on ensuring that all students and
schools achieve at high levels has increased the demand for sound evidence
regarding 'what works' in education," said Grover "Russ" Whitehurst,
director of the Institute of Education Sciences. "The high-quality
scientific reviews from the What Works Clearinghouse will support informed
local decision making and the effective implementation of the No Child Left
Behind Act of 2001."
The seven topics chosen for systematic review in the first year of
the WWC's operation reflect a wide range of our nation's most pressing
education issues:
· Interventions for Beginning Reading -- Reading interventions for
students in grades K-3 that are intended to increase phonemic awareness,
phonics, vocabulary development, reading fluency, or reading comprehension,
or any combination of these reading skills. There will be two Evidence
Reports in this topic area, addressing curriculum-based and other types of
beginning reading interventions. The first report will focus on
interventions for students who are having difficulties developing beginning
reading skills, while the second will review interventions designed for
general beginning reading students.
· Curriculum-based Interventions for Increasing K-12 Math Achievement
-- Interventions based on a curriculum, which contain learning goals that
spell out the mathematics that students should know and be able to do,
instructional programs and materials that organize the mathematical content,
and assessments. There will be three Evidence Reports in this topic area.
The first will focus on middle school mathematics programs, the second will
focus on elementary school, and the third on high school.
· Preventing High School Dropout -- Interventions in middle school,
junior high school, or high school designed to increase high school
completion including such techniques as the use of incentives, counseling,
or monitoring as the prevention/intervention of choice.
· Programs for Increasing Adult Literacy -- Programs that focus on
literacy and language skills needed to function effectively in everyday life
which serve adult non-native speakers of English and adults who are
proficient in spoken English but who lack basic literacy skills.
· Peer-Assisted Learning in Elementary Schools: Reading, Mathematics,
and Science Gains -- Interventions designed to improve an elementary school
academic outcome such as reading, math, or science, that routinely use
students to teach one another in pairs or in small groups.
· Interventions to Reduce Delinquent, Disorderly, and Violent Behavior
in and out of School -- Programs for preventing or reducing disruptive,
illegal, or violent behavior among middle and high school students.
Programs may be administered in a mainstream setting, such as schools, or in
an alternative setting, and may provide individual or group-based treatment.
· Interventions for Elementary English Language Learners: Increasing
English Language Acquisition and Academic Achievement -- Interventions
designed to improve the English language literacy and/or academic
achievement of elementary school students who are English language learners.
Each WWC Evidence Report will examine the effects of replicable
programs, practices, products, and policies that are designed to improve
student outcomes within a topic area. For example, an Evidence Report on
interventions for beginning reading would be expected to describe the
evidence of effects of various beginning reading curricula and instructional
practices.
The review process for WWC Evidence Reports will be thorough,
scientific, and objective. The studies reviewed for each topic will be
determined by an exhaustive search of published and unpublished research
literature, including submissions from program and product developers. A
work plan will be developed and a trained Evidence Report team will conduct
the systematic reviews, using the WWC standards of evidence protocol
tailored to the specific review topic. The resulting Evidence Reports will
be reviewed by a Technical Advisory Group and peer reviewers, and the final
reports will be posted online. The first WWC Evidence Reports are expected
to be released in fall 2003.
The WWC is currently accepting nominations of specific programs,
practices, products, policies and studies to be reviewed within each of the
seven topic areas identified for the first year, and is continuously seeking
nominations for future topic areas. Please send suggestions to
wwcinfo@w-w-c.org or see the topic section of the WWC website: w-w-c.org.
The WWC was established in 2002 by the U.S. Department of Education's
IES to provide educators, policymakers and the public with a central,
independent and trusted source of scientific evidence of what works in
education.
June Justice Crawford
Learning Disabilities Program Director
Program Analyst, Adult and Adolescent Reading
National Institute for Literacy
1775 I St. NW, Suite 730
Washington, DC 20006-2417
202-233-2064
202-233-2050
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