When Evidence is Not Enough: Findings from a Randomized Evaluation of Evidence-Based Literacy Instruction (Ebli)

53 Pages Posted: 19 Oct 2015 Last revised: 4 Nov 2015

See all articles by Brian A. Jacob

Brian A. Jacob

University of Michigan at Ann Arbor

Date Written: October 2015

Abstract

This paper reports the results of an experimental evaluation of Evidence Based Literacy Instruction (EBLI). Developed over 15 years ago, EBLI aims to provide teachers with instructional strategies to improve reading accuracy, fluency and comprehension. Sixty-three teachers in grades 2-5 in seven Michigan charter schools were randomly assigned within school-grade blocks to receive EBLI training or a business-as-usual control condition. Comparing students in treatment and control classrooms during the 2014-15 school year, we find no significant impact on reading performance. Teacher survey responses and interviews with program staff suggest that several implementation challenges may have played a role in the null findings.

Suggested Citation

Jacob, Brian A., When Evidence is Not Enough: Findings from a Randomized Evaluation of Evidence-Based Literacy Instruction (Ebli) (October 2015). NBER Working Paper No. w21643. Available at SSRN: https://ssrn.com/abstract=2675916

Brian A. Jacob (Contact Author)

University of Michigan at Ann Arbor ( email )

500 S. State Street
Ann Arbor, MI 48109
United States

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