ERIC Number: ED447467
Record Type: Non-Journal
Publication Date: 2000-Dec
Reference Count: N/A
Research-Based Reading Reforms: The Impact of State-Funded Interventions on Educational Outcomes in Urban Elementary Schools. Policy Research Report.
St. John, Edward P.; Manset, Genevieve; Chung, Choong-Geun; Simmons, Ada B.; Musoba, Glenda Droogsma; Manoil, Kim; Worthington, Kim
The Early Literacy Intervention Grant Program (ELIGP) supports training in Reading Recovery and provides grants for Other Early Literacy Interventions (OELI) in Indiana's elementary schools. This study examined the impact of funding on urban elementary schools, using surveys of funded and comparison schools in 1997-98, 1998-99, and 1999-2000. When the effects of types of funding were examined in regression analyses, the findings were: Reading Recovery funding and OELI funding were associated with lower retention rates in urban schools in Indiana; Connected-Text Approaches to literacy instruction, which are integral to Reading Recovery and other interventions, were also associated with lower retention rates; having Certified Specialists (i.e., trained Reading Recovery teachers) was associated with lower special education referral in urban schools; and book distribution to parents and paired reading between parents and children were associated with lower special education referral in urban schools. When the effects of the types of interventions that schools implemented were examined in a regression analysis, the findings were: Literacy Collaborative (a program that combines Reading Recovery with classwide reform) was associated with lower retention rates (grades 1-3) in urban schools; and Certified Specialists (i.e., Reading Recovery) were associated with lower special education referral rates and retention rates in urban schools. These findings indicate that the ELIGP has had a significant, measurable impact on educational outcomes in urban schools in Indiana. They indicate that ELIGP has contributed to the effectiveness and efficiency of urban education in the state. Contains 3 tables of data and 35 references. (Author/SR)
Descriptors: Early Intervention, Elementary Schools, Emergent Literacy, Financial Support, Primary Education, Program Effectiveness, Program Evaluation, Reading Improvement, Reading Instruction, School Funds, Urban Schools
Indiana Education Policy Center, Smith Center for Research in Education, Suite 170, 2805 E. 10th St, Indiana University, Bloomington, IN 47408-2698. Tel: 812-855-1240; Web site: http://www.indiana.edu/~iepc/.
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Indiana State Dept. of Education, Indianapolis.
Authoring Institution: Indiana Univ., Bloomington. Education Policy Center.