Final Report: Implementation and Pilot Study
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Comparison M = 73.08, Comparison SD = 6.96) and math (Woodcock-Johnson IV- Applied Problems; Shrank et al., 2018) (PKOMW M = 90.15, PKOMW SD = 20.39; Comparison M = 75.83, Comparison SD = 15.78). The unadjusted differences detected disappeared after controlling for contextual variables. After controlling for household income, parents’ level of education, number of students in the classroom, and DLL status we did not find any differences between students in PKOMW classrooms and those in the comparison classrooms on measures of expressive vocabulary (PKOMW M = 97.44, PKOMW SD = 16.52; Comparison M = 84.20, Comparison SD = 5.09), receptive vocabulary (PKOMW M = 90.30, PKOMW SD = 18.85; Comparison M = 73.73, Comparison SD = 6.91 ), math (PKOMW M = 89.74, PKOMW SD =20.86; Comparison M = 76.81, Comparison SD = 16.15 ), literacy (Woodcock-Johnson IV – Letter Word Identification; Shrank et al., 2018) (PKOMW M = 95.70, PKOMW SD =16.35; Comparison M = 93.45, Comparison SD = 14.24) , executive function (MEFS; Beck et al., 2011) (PKOMW M = 94.45, PKOMW SD = 11.51; Comparison M = 95.55, Comparison SD = 8.55), cognitive/social skills (Leiter – 3; Roid et al., 2013) (PKOMW M = 114.50, PKOMW SD = 38.11; Comparison M = 113.18, Comparison SD = 25.26) or emotions/regulation (Leiter – 3; Roid et al., 2013) skills (PKOMW M = 95.35, PKOMW SD = 36.90; Comparison M = 103.03, Comparison SD = 31.00). Significant differences were observed among DLL children in PKOMW classrooms compared to those in the comparison group. DLL students in PKOMW classrooms (n = 9) came from households with higher income, had parents with higher levels of education, and were placed in classrooms with fewer students compared to DLLs in the comparison classrooms (n = 9). DLL students in PKOMW classrooms consistently demonstrated higher scores compared to children in the comparison group across measures of expressive and receptive vocabulary, as well as math. This remained true even after adjusting for key demographic variables . Analyses focusing exclusively on DLL students and controlling for household income, parents' level of education, classroom size, and English proficiency, revealed that DLL students in PKOMW classrooms outperformed their counterparts in the comparison group in assessments of expressive (Expressive One-Word Vocabulary Test – 4; Frauwirth et al., 2017) and receptive vocabulary (Peabody Picture Vocabulary Test - 5; Dunn, 2019) and math (Woodcock-Johnson IV- Applied Problems; Shrank et al., 2018).
Based on this set of findings and insights gained from the pilot study, NORC and Scholastic should consider the following set of recommendations in preparation for the impact study:
1. The small sample size limits our ability to generalize the findings and calculate precise estimates. Strengthening recruitment efforts in collaboration with teachers. Due to the small sample size, the generalizability of our findings and the precision of our estimates are limited. To overcome this limitation, we recommend an enhanced recruitment strategy for increased student participation in the pilot study. To enhance recruitment for the upcoming impact study, especially after the pilot fell short with only 33 consent forms instead of the target 100, a collaborative approach is crucial, with a particular emphasis on involving teachers. We suggest close collaboration, clear communication of study objectives and benefits to teachers, support materials like pamphlets, and regular check-ins to address parent/guardian concerns.
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