Welcome to Parsimony’s blog, where we help K-12 educators identify evidence based ways to maximize student outcomes.

This blog post is part of our What Works Clearinghouse review series. The What Works Clearinghouse (WWC) is an initiative by the Institute of Education Sciences (IES) which is the independent statistics, research, and evaluation arm of the United States Department of Education. WWC estimates the effectiveness of programs by evaluating the quality and quantity of evidence for that program.

This week’s blog post is about the evidence behind Doors to Discovery’s impact on students. Here’s the short version:

Doors to Discovery is a preschool literacy curriculum that uses eight thematic units of activities to help children build fundamental early literacy skills in oral language, phonological awareness, concepts of print, alphabet knowledge, writing, and comprehension.

The evidence for Doors to Discovery covers students in pre-kindergarten.

The outcomes examined include: general mathematics achievement, oral language, phonological processing, print knowledge. Here’s what the evidence suggests about Doors to Discovery’s impact on each outcome:

  • General mathematics: No detectable impact
  • Oral language: Positive impact (an average student would be expected to improve by 11 percentile points)
  • Phonological processing: No detectable impact
  • Print knowledge: Positive impact (an average student would be expected to improve by 15 percentile points)

The studies looking into Doors to Discovery had student samples that were in urban areas in Texas, had students who were White, Black, Asian, and Hispanic, and were male and female.

You can find the full report from the What Works Clearinghouse here:

https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_doors_062513.pdf