This study shows that sustaining a content literacy intervention from first to second grade improves reading comprehension by building knowledge schemas that enable students to transfer learning to new, content-rich texts.
This study shows that modeling item-level heterogeneous treatment effects with the Explanatory Item Response Model can reveal meaningful intervention impacts on specific assessment items that are hidden by average test-score analyses.
This brief finds that summer school helped boost math achievement after COVID-19 but had no impact on reading and, at current participation levels, is insufficient on its own to close pandemic learning gaps.
This brief shows that while LACCD faculty are deeply committed to making distance education work for students, sustaining high-quality online and hybrid instruction requires stronger institutional supports for faculty practice and well-being.
This brief examines faculty experiences with distance education in LACCD, drawing on focus groups conducted as part of the LTES study following significant pandemic-era investments in online learning.
This study reveals that analyzing item-level data uncovers how MORE strengthens students’ ability to transfer learning across subjects, even when overall test scores appear similar.
This study shows that sustained implementation of the MORE program across grades significantly improves students’ reading comprehension by deepening and connecting their content knowledge.
