Opening the World of Learning Research and Validity

Pearson conducted extensive studies of OWL's positive impact on student learning. Complete study reports can be found below:

OWL Results of Quasi-Experimental Study

A yearlong quasi-experimental study of the OWL curriculum was conducted in Pre-K classrooms throughout the country. WestEd conducted this study during the 2008-09 school year. The purpose of this study was to evaluate OWL in helping students attain important literacy skills compared to other Pre-K programs.

Results show students in OWL classrooms had statistically significant increases in literacy achievement.  Additionally, these gains were larger than students using other Pre-K programs.  Teachers reported high levels of student engagement through the use of the OWL curriculum because the topics were relevant to the students’ life experiences, and the hands-on activities were fun for the students. 

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OWL Evidence of Effectiveness

Pearson partnered with Bright from the Start: Georgia Department of Early Care and Learning to collect and analyze Work Sampling System “WSS” results for pre-kindergarten students attending classrooms using the OWL program. The purpose of this study was to assess the effectiveness of OWL in helping students to attain critical socioemotional skills during pre-kindergarten

Results show students using OWL achieved significant gains in Personal and Social Development as well as Physical Development and Health on the WSS. All OWL students experienced statistically significant gains in the domains of Self-Concept, Self-Control, Approaches to Learning, Interaction with Others, and Self-Care, Health, and Safety. Additionally, statistically significant gains were achieved by all types of students regardless of ethnicity, low-income status, and designation of Limited Language Proficiency.

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OWL Results of Field Test

A yearlong field test of the OWL curriculum was conducted in Pre-K classrooms throughout the country. The Academic and Product Research group conducted this study during the 2014-15 school year. The purpose of this study was to evaluate OWL in helping students attain important literacy and mathematics skills.

Results show students in OWL classrooms had statistically significant increases in both literacy and math achievement. Teachers reported positive feelings about using OWL including the organization, effectiveness, and ease of implementation. Teachers felt OWL was successful in preparing their children for Kindergarten.

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