Teaching Secondary Students to Write Effectively

Appendix D 

(continued)

Appendix D 

(continued)

* = statistically significant at the 0.05 level

a

 The study is also used as evidence for Recommendations 1 and 2. This row summarizes the effects after the first year of implementa-

tion of this study, as reported in Kim et al. (2011). A second publication, Olson et al. (2012), examined the effects after the second 

year of implementation in the same study grades. The Year 2 analysis is based on the same randomized sample of teachers as the Year 1 

analysis, with some students enrolled in study classrooms in both years and some in only one of the years. Due to high attrition at the 

cluster level, Olson et al. (2012) meets WWC group design standards with reservations. The author-calculated effect sizes in Year 2 

are 0.37 for the overall writing quality domain. One of the two measures in this domain was statistically significant at the 0.05 level.

b

 The study did not report the information necessary for the WWC to calculate effect sizes, and the presented effect sizes are as 

reported in the study. The authors used a three-level hierarchical linear model to estimate effect sizes, and the reported parameter 

estimates represent effect sizes because the outcomes are standardized within grade.

c

 The study is also used as evidence for Recommendations 1 and 2. 

d

 This effect size is for the outcomes measured at the end of the first year of implementation. The study also reported outcomes mea-

sured at the end of the second year of implementation. The analysis of the Year 2 impacts was rated does not meet WWC group design 

standards because the study groups were not equivalent on a baseline measure of writing performance.

e

 The study is also used as evidence for Recommendations 1 and 2.

f

 This effect size is for the outcomes measured at the end of the first year of implementation. The study also reported outcomes mea-

sured at the end of the second year of implementation. The analysis of the Year 2 impacts was rated does not meet WWC group design 

standards because the study groups were not equivalent on a baseline measure of writing performance.

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