Research & Statistics
ALLL HAS A LONG-TERM IMPACT ON STUDENT ACHIEVEMENT
Since the ALLL program's inception, a longitudinal study has been conducted by New York University professors Dr. Vivan Clarke and Dr. Robert Malgady. The study confirms our belief that students learn more and remember more when they are taught through hands-on and arts-based teaching strategies. Download the 2010-11 ALLL K-2 Final Report and Results here!
- ALLL K-2 students exceeded the control group on 87% of literacy skills tested.
- 90% of ALLL students gained between 1 and 8 book levels with an overall average gain of 4.14 levels.
- 71.8% of second graders met or exceeded the expected rate of growth.
- ALLL second-grade students increased their book levels an average of 4.1 book levels.
- Book levels were derived from the Fountas and Pinnell Rubric.
- Emergent readers appeared to benefit the most from the ALLL program, as 74.79% of participating Kindergarten students ended the year at or above the expected reading level.
- The average number of levels gained over the course of the year by Kindergarten students was 3.1.
- While only 38.3% of first graders were on grade level at the beginning of the year, 48.7% were on or above grade level by early June.
- ALLL first graders gained an average of 4.89 levels.
ALLL TRANSFORMS THE WAY TEACHERS TEACH LITERACY
The chart below compares the performance of students in ALLL classes to students in control classes in mastering the 23 literacy skills tested by ECLAS over six of the eight years of the ALLL program. Note: two of the years are not included because 2002-03 served only K-1 and 2009-10 had no control classes.
KEY:
A statistically significant in favor of ALLL
a in favor of ALLL but not statistically significant
C statistically significant in favor of the control classes
c in favor of the control classes, but not statistically significant
= the scores are the same
-- the skill was not tested with all students in the grade