ERIC Number: ED465793
Record Type: Non-Journal
Publication Date: 2002-Mar
Reference Count: N/A
A Comparative Study of Second Grade Students' Reading, Language, and Spelling Gain Scores for the Los Angeles Unified School District Reading Programs. Planning, Assessment and Research Division Publication.
Student progress, in terms of achievement gain, in reading, language, and spelling was studied for students in these elementary reading programs in the Los Angeles Unified School District: Open Court, Collections for Young Scholars, High Achievement/Waiver Schools, and Success for All. The study included only second graders with at least 1 year of exposure to all of these reading programs and 2 consecutive years of standardized achievement data, resulting in samples of 48,132 students with Stanford 9 reading data, 50,611 with language data, and 52,473 with spelling data. Simple gain score (posttest-pretest) was used as the measure of student progress. The study sample was divided into low, medium, and high performance groups. To control for the impact of school characteristics, these students schools were also classified into low, medium, and high scorers on the School Characteristics Index (SCI), a school background ranking index. Two analyses were performed, one containing retained students and the other excluding retained students. Results show that the Open Court and Collections for Young Scholars programs had the most significant impact on reading achievement of low performing students. All the reading programs had a significant impact on low performing students reading achievement even after controlling for retained students. None of the programs had an impact on medium and high performing students reading outcomes, and these students actually lost ground. Gains in language for students from schools with medium or high SCI ranks were positive for all reading programs. (SLD)
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: Los Angeles Unified School District, CA. Program Evaluation and Research Branch.