The WWC recently released 7 single study reviews

The What Works Clearinghouse (WWC) provides a summary of single study reviews at the end of each month. These detailed reports on individual studies of programs, practices, or policies include a user- friendly summary of the study and its findings, along with the WWC’s assessment of the quality of the design of the research.

The WWC recently released seven single study reviews:

• Chetty, R., Friedman, J. N., & Rockoff, J. E. (2011). The long-term impacts of teachers: Teacher value-added and student outcomes in adulthood (NBER Working Paper 17699). Cambridge, MA: National Bureau of Economic Research. View the report at http://ies.ed.gov/ncee/wwc/SingleStudyReview.aspx?sid=209.
Reason for review: This study was reviewed by the WWC because it received significant media attention.
Rating: Meets WWC evidence standards with reservations

• Furgeson, J., Gill, B., Haimson, J., Killewald, A., McCullough, M., Nichols-Barrer, I.,...Lake, R. (2012). Charter-school management organizations: Diverse strategies and diverse student impacts. Report prepared by Mathematica Policy Research and the University of Washington’s Center on Reinventing Public Education. Princeton, NJ: Mathematica Policy Research. View the report at http://ies.ed.gov/ncee/wwc/SingleStudyReview.aspx?sid=197.
Reason for review: This study was reviewed by the WWC because it received significant media attention.
Rating: Meets WWC evidence standards with reservations

• Goodman, S. F., & Turner, L. J. (2010). Teacher incentive pay and educational outcomes: Evidence from the New York City Bonus Program. New York: Columbia University. View the report at http://ies.ed.gov/ncee/wwc/SingleStudyReview.aspx?sid=174.
Reason for review: This study was reviewed by the WWC because it received significant media attention.
Rating: Meets WWC evidence standards without reservations

• Lorch, Jr., R. F., Lorch, E. P., Calderhead, W. J., Dunlap, E. E., Hodell, E. C., & Freer, B. D. (2010). Learning the control of variables strategy in higher and lower achieving classrooms: Contributions of explicit instruction and experimentation. Journal of Educational Psychology, 102(1), 90–101. View the report at http://ies.ed.gov/ncee/wwc/SingleStudyReview.aspx?sid=10010.
Reason for review: This study was identified for review by the WWC because it was supported by a grant to the University of Kentucky (Principal Investigator: Elizabeth Lorch) from the National Center for Education Research (NCER) at the Institute of Education Sciences (IES).
Rating: Meets WWC evidence standards without reservations

• Piasta, S., Justice, L., McGinty, A., & Kaderavek, J. (2012). Increasing young children’s contact with print during shared reading: Longitudinal effects on literacy achievement. Child Development, 83(3), 810–820. View the report at http://ies.ed.gov/ncee/wwc/SingleStudyReview.aspx?sid=216.
Reason for review: This study was reviewed by the WWC because it received significant media attention.
Rating: Meets WWC evidence standards with reservations

• Slavin, R. E., & Karweit, N. L. (1984). Mastery learning and student teams: A factorial experiment in urban general mathematics classes. American Educational Research Journal, 12(4), 725–736. View the report at http://ies.ed.gov/ncee/wwc/SingleStudyReview.aspx?sid=10019.
Reason for review: This study was identified for review by the WWC because it was cited as evidence in an Investing in Innovation (i3) grant proposal.
Rating: Meets WWC evidence standards with reservations

• Tran, Z. (2005). Help with English Language Proficiency “HELP” program evaluation of sheltered instruction multimedia lessons [White paper]. Retrieved from www.helpprogram.net. View the report at http://ies.ed.gov/ncee/wwc/SingleStudyReview.aspx?sid=10021.
Reason for review: This study was identified for review by the WWC because it was cited as evidence in an Investing in Innovation (i3) grant proposal.
Rating: Meets WWC evidence standards without reservations

In addition, one study was reviewed that did not meet WWC standards. This study has been included in the WWC database, but a single study report was not produced:

• Gonzalez, J. E., Pollard-Durodola, S., Simmons, D. C., Taylor, A. B., Davis, M. J., Kim, M., & Simmons, L. (2011) Developing low-income preschoolers’ social studies and science vocabulary knowledge through content-focused shared book reading. Journal of Research on Educational Effectiveness, 4(1), 25–52. Learn more about the review at http://ies.ed.gov/ncee/wwc/ReviewedStudies.aspx?f=All%20Publications,16&q=sid=10009.
Reason for review: This study was identified for review by the WWC because it was supported by a grant to Texas A & M University (Principal Investigator: Jorge Gonzalez) from the National Center for Education Research (NCER) at the Institute of Education Sciences (IES).

Learn more about the WWC’s single study reviews and read the recent releases at whatworks.ed.gov.