{"id":5207,"date":"2020-05-12T10:06:58","date_gmt":"2020-05-12T14:06:58","guid":{"rendered":"https:\/\/www.philasd.org\/research\/?p=5207"},"modified":"2021-05-24T12:52:51","modified_gmt":"2021-05-24T16:52:51","slug":"evaluation-of-the-els-initiative-report-4-student-achievement","status":"publish","type":"post","link":"https:\/\/www.philasd.org\/research\/2020\/05\/12\/evaluation-of-the-els-initiative-report-4-student-achievement\/","title":{"rendered":"Evaluation of the ELS Initiative, Report #4: Student Achievement"},"content":{"rendered":"
[vc_row][vc_column][vc_column_text]ORE conducted an evaluation of the Early Literacy Specialist Initiative from 2015-16 to 2018-19.<\/strong> Four research reports summarize the findings after four years:<\/p>\n
    \n
  1. Implementation of the ELS Initiative<\/a><\/li>\n
  2. Teacher Benefits and Changes to Teacher Practice\u00a0<\/a><\/li>\n
  3. Teacher Turnover and Retention<\/a><\/li>\n
  4. Student Achievement during the ELS Initiative (this report)<\/li>\n<\/ol>\n

    Key Findings<\/strong><\/p>\n

    From the time coaching began for each cohort (2015-16 for Cohort 1 and 2016-17 for Cohort 2) until 2019:<\/p>\n

      \n
    • The percentage of K-3 students who scored in AIMSweb Tier 1 increased in Cohorts 1 and 2.<\/li>\n
    • The percentage of third-grade students who scored Proficient or Advanced on the PSSA-ELA increased slightly in Cohort 2 schools.<\/li>\n
    • The percentage of Cohort 1 English Learner students in AIMSweb Tier 1 increased by 9 points.<\/li>\n<\/ul>\n

      Use the button below to download the 44-page report.[\/vc_column_text][vc_row_inner][vc_column_inner][vc_btn title=”CLICK HERE TO DOWNLOAD THE REPORT” style=”gradient-custom” gradient_custom_color_1=”#0b315b” gradient_custom_color_2=”#398635″ align=”center” button_block=”true” link=”url:https%3A%2F%2Fwww.philasd.org%2Fresearch%2Fwp-content%2Fuploads%2Fsites%2F90%2F2020%2F05%2FELS-Report-4-Student-Achievement-May-2020.pdf|||”][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row]\n<\/div>","protected":false},"excerpt":{"rendered":"

      The last of four reports on implementation, teacher benefits and changes to teacher practice, teacher turnover and retention, and student achievement related to SDP’s Early Literacy Specialist Initiative.<\/p>\n","protected":false},"author":21878,"featured_media":4070,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[131,130],"tags":[321],"class_list":["post-5207","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-effective-instruction","category-literacy","tag-k-5"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/5207","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/users\/21878"}],"replies":[{"embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/comments?post=5207"}],"version-history":[{"count":1,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/5207\/revisions"}],"predecessor-version":[{"id":5208,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/5207\/revisions\/5208"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/media\/4070"}],"wp:attachment":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/media?parent=5207"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/categories?post=5207"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/tags?post=5207"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}