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ERIC Number: ED498702
Record Type: Non-Journal
Publication Date: 2007
Pages: 103
Abstractor: Author
Reference Count: N/A
Nebraska Reading First: Three Years of Implementation, 2006-2007. Annual Report
Murphy, Malinda; Trainin, Guy; Yagil, Oren; Javorsky, Kristin; Hayden, Emily
Online Submission
The 2006-2007 Annual Progress Report offers an overview of the way Reading First schools adjusted teacher practice and improved student achievement. The report examines the impact of the implementation of reading programs selected by Reading First schools on all students including different ethnic groups, economically disadvantaged students, English language learners, and special education students. The current report begins with a look at student demographics across three years of Reading First implementation in Nebraska followed by a detailed analysis of student achievement. The student achievement data is divided into sections based on funding round (Round I: schools who started implementation in Fall 2004; and Round II: schools who started implementation in Fall 2006). This is followed by a comparison of the student progress between the two rounds. Included in the section on Round I student achievement is an examination of student achievement based on school clusters. Clusters are used to group similar schools together and enable Reading First leadership and school administration to make valid comparisons. Given the significant differences between schools in size, proportion of minority, disadvantaged and special education students, it was clear that analyzing student achievement based on cluster membership would better allow educators to make instructional adjustments that meet the unique needs of students in their schools. Schools will be provided with the code letter specific to their school. The following are appended: (1) Schools by Clusters (Coded); and (2) Percent of Students At Grade Level By School (Coded). (Contains 5 tables and 81 figures.)
Publication Type: Numerical/Quantitative Data; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Nebraska