A total of 66 elementary schools participated, with half randomly assigned to implement the P-SELL curriculum, and half using a district-adopted science curriculum. Both groups of schools spent similar amounts of science instructional time each week, and the average length of science classes was comparable.
The students' science learning was measured using both the state science test and a researcher-developed science assessment. Students in the P-SELL schools outperformed their peers in schools using the district-adopted science curriculum on both the researcher-developed science assessment and the state science test. Analyses showed that P-SELL had a positive and significant effect for each language proficiency group (ELLs, ELLs recently reclassified as proficient in English, former ELLs reclassified as proficient in English more than two years ago, and non-ELLs) on the researcher-developed test. P-SELL also had a positive effect for former ELLs and non-ELLs on the state science test, but for ELLs and recently reclassified ELLs, the effect was not statistically significant.
"The findings of our study provide strong evidence that an intervention that promotes science inquiry and language development for English language learners can be scaled up, implemented across educational settings, and result in improvements for all students," said Llosa.
Future research will look at whether the positive effects of P-SELL can be sustained over time, and what the effects are on students of varying levels of English proficiency over time.
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The above post is reprinted from materials provided by New York University. Note: Materials may be edited for content and length.
***Science Direct
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