An Evaluation of the Literacy-Infused Science Using Technology Innovation Opportunity (LISTO)

Abstract
The evaluation of LISTO involved a multisite cluster randomized trial (CRT) designed to meet the Every Student Succeeds Act (ESSA) Tier 2 standards for “moderate” evidence, as well as the What Works Clearinghouse (WWC) standards "with reservations." The study estimated program impacts on both student and teacher outcomes and documented the fidelity of implementation and educators’ perceptions of program quality. Schools with participating fifth grade science teachers were randomly assigned to either the treatment or control condition. Schools were randomly assigned within district blocks when more than one school in a district chose to participate in the study. Fifth grade science teachers may have participated in the intervention for either one or two years over the 2017–18 and 2018–19 school years, and some teachers were allowed to join the study after the random assignment of schools. Students were exposed to the intervention only in their fifth-grade year, either in the 2017–18 or 2018–19 school year. Again, data for the year 2017–18 reflected a low fidelity of implementation for the entire first semester, due to the reasons previously discussed. The resulting impacts included delaying the beginning of year testing, curriculum implementation, baseline observations, and professional development schedules for the original confirmatory group. Outcomes collected in the 2017–18 school year were considered to be exploratory, given the timing of Hurricane Harvey, which hit Texas in August of 2017, as mentioned earlier. Outcomes in the 2018–19 school year served as the confirmatory contrasts. In both school years, students were exposed to the program through their teachers in only their fifth-grade year. One year of exposure for students may have been insufficient to increase student achievement in science or reading, yet some impacts were observed. And, due to the COVID-19 pandemic, in Year 3, only BISA, ITBS science, and science interest survey scores were collected and only in the fall of the 2019–20 school year. STAAR Science and Reading scores were not collected during Year 3 (2019–20). Thus, the only contrasts we were able to conduct on student achievement were those focusing on Year 4 administrations of STAAR Science and Reading, BISA, ITBS Science, and the science interest survey.
Description
This project was supported by the US Department of Education, Institute for Education Sciences, Investing in Innovation (i3) fund.
Keywords
virtual PD; literacy-infused science; ELL; technology integration
Citation