Publications & Resources
LDC in Action: Learning Effects in a Large Urban District
Joan L. Herman, Jia Wang, Deborah La Torre, Scott Epstein, and Seth Leon
The Literacy Design Collaborative (LDC) was created in 2009 to support schools’ implementation of rigorous college and career ready standards for English language arts (ELA). Policy Brief 14 summarizes study results from a large, urban district on the West Coast under a federally funded Investing in Innovation (i3) validation grant. The brief starts with background on LDC and study methodology and then shares study findings, which demonstrate LDC’s substantial effects on student learning. Specifically, quasi-experimental analyses demonstrated a statistically significant positive impact of LDC as practiced by middle school teachers with 2 years of program experience. For middle school students exposed to LDC instruction in ELA, social studies/history, and science, effect sizes translated to a striking 9.4 months of additional learning compared to similar peers.
Herman, J. L., Wang, J., La Torre, D., Epstein, S., & Leon, S. (2020). LDC in action: Learning effects in a large urban district (Policy Brief 14). University of California, Los Angeles, National Center for Research on Evaluation, Standards, and Student Testing (CRESST).