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ERIC Number: ED479478
Record Type: RIE
Publication Date: 2003-Jan
Pages: 88
Abstractor: N/A
First Year Evaluation Report for the Cornerstone Literacy Initiative.
Lockwood, Dana; Donis-Keller, Christine; Hanlon, Ellie; Wang, Lihua; Weinstein, Meryle
In 2001, the Institute for Education and Social Policy was awarded a grant to evaluate the Cornerstone K-3 national literacy initiative. The evaluation for September 2001 through November 2002 focused on all four Phase I districts (Cleveland, Ohio; Jackson, Mississippi; Talladega, Alabama; Trenton, New Jersey) and two Phase II districts (Bridgeport, Connecticut and Greenwood, Mississippi). At the end of this first evaluation year, researchers had conducted 78 interviews (20 comparison school personnel, 11 Cornerstone staff, and 47 Cornerstone site members) in 6 sites. Integral to the Cornerstone model is the role of coaches, usually two at each school, who are responsible for most of the professional development and information dissemination work. Interview respondents agreed that Cornerstone is having a strong effect on coaches. Principals in the program have demonstrated support for the initiative by meeting with coaches and the "critical friends" who serve as outside coaches of the coaches. District strategy managers carried out a range of roles in Cornerstone districts in addition to their Cornerstone responsibilities. In general, participants were pleased with the professional development offered as part of Cornerstone, and school personnel felt that the level of hands-on support provided by Cornerstone is both unique and necessary. The Cornerstone asset mapping process was considered useful by coaches and most teachers. Also evaluated highly were the book study, demonstration lessons, and meetings Cornerstone supported. Coaches found the Cornerstone assessments to be useful tools for student evaluation. Findings show the potential for expansion of the Cornerstone program. Most participants thought that Cornerstone was helping their schools move in the right direction, although there was recognition that measurable change frequently takes time. Survey responses of 201 teachers were in general agreement with the interview responses. Student achievement results were encouraging, although most students in Cornerstone schools have not yet been exposed to Cornerstone teaching. Four appendices contain study instruments and a discussion of program and comparison schools. (Contains 12 tables and 17 figures.) (SLD)
New York University, Institute for Education and Social Policy, 726 Broadway, 5th Floor, New York, NY 10003. Tel: 212-998-5880; Fax: 212-995-4564; Web site:
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: New York Univ., NY. Inst. for Education and Social Policy.
Note: Research conducted by Patrice Iatarola, Deinya Phenix, and Dorothy Siegel.