ABSTRACT
The final iteration of the one-semester, supplemental literacy course Argue Like a Lawyer was designed over two years using Design-Based Research Methodology and piloted in a third year in four high schools. The chapter summarizes the procedures, assessments, and outcomes of the intervention taught by seven English Language Arts and social studies teachers and their students, who were identified as at academic risk of leaving school before graduating. Teacher fidelity to the curriculum was difficult to measure, though observation data, teacher interviews, and students’ writing demonstrated that fidelity mainly occurred for five of seven teachers but did not occur on four days for any teacher. Students’ pre- and post-course reading and writing improved from start to the end of the course. Using eighth grade social studies and ELA grades as a control, pre- and post-test gain in reading and writing scores could not be determined to be due to the course; however, teachers’ and students’ end-of-course surveys as well as students’ end-of-course, in-course argument writing suggest otherwise. The course continues to be offered in whole or in part in two high schools. The chapter closes with a discussion of potential of efficacy and sustainability.
