When we apply the method of Stanford researchers* to these results to convert the data into years of learning, we see that they equate to an extra half-year of learning for students each year, on average—just by just by having an MCL with prior high growth guide the team.
And in the Texas study, the nearly 2,000 English learners taught by Opportunity Culture teams had even larger reading gains—again using the Stanford researchers’ method, that meant an extra 1.3 years of learning compared with other English learners.
The Texas study looked at outcomes in the Ector County Independent School District; the 2018 study from Brookings and AIR for the CALDER Center looked at implementation in three early Opportunity Culture districts.
In addition, the Opportunity Culture initiative has been recognized by numerous policy leaders as an effective Covid recovery strategy. Read our blog post to learn more.
*In this method, 0.25 standard deviations = 1 year of learning. See: Hanushek, E., Peterson, P., & Woessmann, L. (2012, Fall). Is the U.S. Catching Up? International and State Trends in Student Achievement. Education Next. Retrieved from http://hanushek.stanford.edu/sites/default/files/publications/Hanushek%2BPeterson%2BWoessmann%202012%20EdNext%2012%284%29.pdf.
Using the method, we see that converting the data into years of learning equated to an extra 0.2 to 0.8 years of learning in reading and an extra 0.3 to 0.7 years of learning in math.