This two year study will examine the effectiveness of the SIOP model on the academic achievement of secondary English learners (ELs). Two districts in New Jersey participated in the study. A cohort of teachers from one district received SIOP training and a cohort of teachers from another district served as a comparison site during the 2004-2005 school year. A second cohort of teachers was added in the 2005-2006 school year. The composition of both districts was matched in terms of the number of schools and EL population. The SIOP training in the intervention district consisted of a 2004 summer institute and four full days of follow up workshops. During the school year, SIOP teachers were supported by three school-based SIOP coaches, an online SIOP course, and feedback on SIOP lessons observed by researchers.

Preliminary findings of intervention teachers’ implementation of the SIOP model have shown a 20% increase in SIOP implementation from fall 2004 to fall 2005. After one year of SIOP implementation, 56% of Cohort 1 intervention teachers and 74% of Cohort 2 intervention teachers implemented the model to a high degree. After two years, 71% of Cohort 1 implemented the model to a high degree. Additionally, after one year of SIOP implementation, intervention teachers incorporated 50% more SIOP features in their lesson plans.

Student achievement in oral, reading, and writing subtests from spring 2004 to spring 2005 significantly increased on New Jersey’s Idea Proficiency Test (IPT) for students whose teachers used the SIOP model. In spring 2006 students in SIOP classrooms achievement scores continued to increase and the intervention students outperformed a group of matched comparison students that did not have teachers using the SIOP model.

Additional findings from this study are forthcoming.