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Eval. Quality Teaching for English Learners Prof. Development Study (QTEL)
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The goal of this study was to determine whether QTEL is effective in improving academic outcomes for English language learners in U.S. middle schools. The results intend to inform policy decisions on professional development for teachers of English language learner students.2 The study is a school-level randomized controlled trial to test the effectiveness of QTEL using an intent-to-treat model. This model tests the effectiveness of offering an intervention rather than that of participating in it. Teachers eligible for the intervention included those of English language arts and English language development in the schools assigned to the intervention group. Teachers in the control group participated in non-QTEL professional development, as if not involved in the study. These professional development activities, and other implementation contexts, are discussed in chapter 3. From a sample of 52 middle schools, Berkeley Policy Associates randomly selected 26 for the intervention group. Teachers in intervention schools were offered QTEL; teachers in control schools were not. The study team estimated QTEL’s effects on student outcomes in English language arts and English language development, as measured by the California Standards Test 2 In this study, English language learner includes students classified as limited English proficient and those classified as such in the past but have been reclassified as fluent English proficient. xi
(CST-ELA) and the California English Language Development Test (CELDT). The current study measured secondary impacts on teacher knowledge, attitudes, and practice. The sample included middle schools in urban and suburban areas of three Southern California counties, the English language arts and English language development teachers in these schools, and their students. The sample teachers and students included those who moved into the schools during the study. The study was conducted for the 2007/08, 2008/09, and 2009/10 school years. Six primary research questions focused on students: 1. What is the impact of QTEL on students’ standardized test scores in English language arts among all grade 8 students attending intervention schools at the end of Year 3 (2009/10)? 2. What is the impact of QTEL on students’ standardized test scores in English language arts among all grade 7 students attending intervention schools at the end of Year 3 (2009/10)? 3. What is the impact of QTEL on English language learner students’ standardized test scores in English language arts among all grade 8 English language learner students attending intervention schools at the end of Year 3 (2009/10)? 4. What is the impact of QTEL on English language learner students’ standardized test scores in English language arts among all grade 7 English language learner students attending intervention schools at the end of Year 3 (2009/10)? 5. Focusing on the subgroup of English language learner students who were classified as limited English proficient in 7th grade in study Year 2 (2008/09) and who were still in intervention schools and took the CELDT in 8th grade (in the fall of study Year 3, 2009/10), what is the impact of QTEL on standardized test scores in English language proficiency (i.e., on 8th grade CELDT scores)? 6. Within the subgroup of English language learner students who were classified as limited English proficient in 6th grade in study Year 2 (2008/09) and who were still in intervention schools and took the CELDT in 7th grade (in the fall of study Year 3, 2009/10), what is the impact of QTEL on standardized test scores in English language proficiency (i.e., on 7th grade CELDT scores)? Three secondary research questions focused on teachers: 1. What is the impact of QTEL on teacher instructional knowledge? 2. What is the impact of QTEL on teacher attitudes toward English language learner students? 3. What is the impact of QTEL on teacher practice, as measured by the Sheltered Instruction Observation Protocol (SIOP)?
Identification and Summary
Bos, J., Sanchez, R., Tseng, F., Rayyes, N., Ortiz, L., and Sinicrope, C. (2012). Evaluation of Quality Teaching for English Learners (QTEL) Professional Development. (NCEE 2012-4005). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
The goal of this study was to determine whether QTEL is effective in improving academic outcomes for English language learners in U.S. middle schools. The results intend to inform policy decisions on professional development for teachers of English language learner students.2 The study is a school-level randomized controlled trial to test the effectiveness of QTEL using an intent-to-treat model. This model tests the effectiveness of offering an intervention rather than that of participating in it. Teachers eligible for the intervention included those of English language arts and English language development in the schools assigned to the intervention group. Teachers in the control group participated in non-QTEL professional development, as if not involved in the study. These professional development activities, and other implementation contexts, are discussed in chapter 3. From a sample of 52 middle schools, Berkeley Policy Associates randomly selected 26 for the intervention group. Teachers in intervention schools were offered QTEL; teachers in control schools were not. The study team estimated QTEL’s effects on student outcomes in English language arts and English language development, as measured by the California Standards Test 2 In this study, English language learner includes students classified as limited English proficient and those classified as such in the past but have been reclassified as fluent English proficient. xi
(CST-ELA) and the California English Language Development Test (CELDT). The current study measured secondary impacts on teacher knowledge, attitudes, and practice. The sample included middle schools in urban and suburban areas of three Southern California counties, the English language arts and English language development teachers in these schools, and their students. The sample teachers and students included those who moved into the schools during the study. The study was conducted for the 2007/08, 2008/09, and 2009/10 school years. Six primary research questions focused on students: 1. What is the impact of QTEL on students’ standardized test scores in English language arts among all grade 8 students attending intervention schools at the end of Year 3 (2009/10)? 2. What is the impact of QTEL on students’ standardized test scores in English language arts among all grade 7 students attending intervention schools at the end of Year 3 (2009/10)? 3. What is the impact of QTEL on English language learner students’ standardized test scores in English language arts among all grade 8 English language learner students attending intervention schools at the end of Year 3 (2009/10)? 4. What is the impact of QTEL on English language learner students’ standardized test scores in English language arts among all grade 7 English language learner students attending intervention schools at the end of Year 3 (2009/10)? 5. Focusing on the subgroup of English language learner students who were classified as limited English proficient in 7th grade in study Year 2 (2008/09) and who were still in intervention schools and took the CELDT in 8th grade (in the fall of study Year 3, 2009/10), what is the impact of QTEL on standardized test scores in English language proficiency (i.e., on 8th grade CELDT scores)? 6. Within the subgroup of English language learner students who were classified as limited English proficient in 6th grade in study Year 2 (2008/09) and who were still in intervention schools and took the CELDT in 7th grade (in the fall of study Year 3, 2009/10), what is the impact of QTEL on standardized test scores in English language proficiency (i.e., on 7th grade CELDT scores)? Three secondary research questions focused on teachers: 1. What is the impact of QTEL on teacher instructional knowledge? 2. What is the impact of QTEL on teacher attitudes toward English language learner students? 3. What is the impact of QTEL on teacher practice, as measured by the Sheltered Instruction Observation Protocol (SIOP)?