Two New What Works Clearinghouse Intervention Reports

The What Works Clearinghouse (WWC) recently reviewed the research on two interventions designed to improve student outcomes. The Promoting Alternative THinking Strategies® (PATHS®) program is a curriculum that aims to promote emotional and social competencies and to reduce aggression and behavior problems in elementary school children. Xtreme Reading is a supplemental literacy curriculum designed to improve the literacy skills of struggling students in grades 6 to 12. The results are summarized in two intervention reports released today by the Institute of Education Sciences. Promoting Alternative THinking Strategies (PATHS®) PATHS® is delivered through short lessons given two to three times a week over the school year. The program is based on the principle that understanding and regulating emotions are central to effective problem solving. The lessons focus on five components: self-control, emotional literacy, social competence, positive peer relations, and interpersonal problem-solving skills. Based on the research, the WWC found that PATHS® has no discernible effects on academic achievement, social interactions, observed individual behavior, or emotional status. The WWC based its conclusion on its review of two studies of PATHS® that met WWC group design standards. One study included 1,582 students in 45 schools in 10 districts in the United Kingdom. The second study included 133 students with disabilities in seven elementary schools in three school districts in the state of Washington. Read the full PATHS® intervention report and learn more about the studies that contributed to this report. Xtreme Reading The Xtreme Reading curriculum is primarily designed to help students improve their vocabulary, decoding, fluency, and reading comprehension skills. The Xtreme Reading program includes teacher-led whole-group instruction, cooperative group work, paired practice, and independent practice. Based on the research, the WWC found that Xtreme Reading has no discernible effects on comprehension or general literacy achievement. The WWC based its conclusion on its review of two studies of Xtreme Reading that met WWC group design standards. The two studies included 3,008 students, who were struggling readers based on their low performance on state standardized tests, in 39 high schools in 12 districts across 9 states. Read the full Xtreme Reading intervention report and learn more about the studies that contributed to this report.