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ERIC Number: ED486209
Record Type: Non-Journal
Publication Date: 2004-Jan
Pages: 135
Abstractor: ERIC
Reference Count: N/A
Second Year Evaluation Report for the Cornerstone Literacy Initiative
Donis-Keller, Christine; Saunders, Tom; Wang, Lihua; Weinstein, Meryle
Institute for Education and Social Policy
In September 2001, New York University's Institute for Education and Social Policy (IESP) was awarded a grant by the New York Institute for Special Education to evaluate the Cornerstone K-3 national literacy initiative. This report examines the implementation of The Cornerstone Initiative in 18 schools from nine school districts, representing the Phases I-III, and summarizes the findings from the first two years of evaluation, from September 2001 through August 2003. It treats the school year before The Cornerstone Initiative began as the baseline year for each district. Thus the 1999-2000 year, the school year before Cornerstone's first round of implementation began, is the baseline year for Phase I districts. This evaluation assesses how, and to what extent, the implementation of The Cornerstone Initiative impacts the literacy growth and achievement of participating students, as well as the literacy outcomes of participating schools and districts. It provides an assessment of Cornerstone's implementation and impact against Cornerstone goals as articulated by program staff, school practitioners and district administrators; through interviews; and from official Cornerstone materials. Cornerstone's impact was measured by analyzing the results of district and state standardized test scores administered to students in Cornerstone schools, and by assessing the outcomes of the Developmental Reading Assessment (DRA), an instrument administered by the Cornerstone coaches to measure the literacy growth of participating students. Based on these goals, three research questions frame the evaluation: (1) To what extent have participating schools and districts been successful in implementing the Cornerstone model? (2) To what extent have the classroom practices of coaches and teachers (both in K-3 and in the upper grades) in the Cornerstone schools changed as a result of the initiative?; and (3) To what extent have student test scores and DRA levels changed as a result of Cornerstone's implementation in participating schools and districts?
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: New York Univ., NY. Inst. for Education and Social Policy.
What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards