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ERIC Number: ED502817
Record Type: Non-Journal
Publication Date: 2008-Sep
Pages: 337
Abstractor: ERIC
Reference Count: 100
A Study of Classroom Literacy Interventions and Outcomes in Even Start. NCEE 2008-4028
Judkins, David; St. Pierre, Robert; Gutmann, Babette; Goodson, Barbara; von Glatz, Adrienne; Hamilton, Jennifer; Webber, Ann; Troppe, Patricia; Rimdzius, Tracy
National Center for Education Evaluation and Regional Assistance
The Even Start Family Literacy Program was established in 1989 to help break the cycle of poverty and illiteracy for low-income families, by improving the literacy skills of parents and their young children. Even Start projects offer family literacy services, defined as four integrated instructional components: (1) Childhood Education (ECE); (2) Parenting Education (PE); (3) Parent-Child Literacy Activities (PC); and (4) Adult Education (AE). The Even Start Classroom Literacy Interventions and Outcomes (CLIO) Study presents 2-year impacts of the curricula on child language, literacy, and social competence; parenting skills; parent literacy; and instructional practices and participation in preschool and parenting classes. Prior studies have established that Even Start does not have statistically significant impacts on children's emergent literacy or on parent literacy. The CLIO study investigated whether the implementation of research-based, literacy-focused curricula would improve literacy outcomes for Even Start children and parents. Although there were positive impacts on some of the literacy supports in preschool classrooms, on time spent on child literacy in parenting education classes, on parenting skills, and on children's social competence, there were no statistically significant impacts on children's language and literacy. There was no evidence that the failure to find impacts on these core outcomes was due to a classrooms or cross-over in the control classrooms. Fifteen appendices are included: (1) Descriptive Comparison of the Five Groups; (2) Child and Parent Literacy Outcomes; (3) Construction of the Child Social Competence Scale; (4) Construction of Parenting Skills Scales; (5) Preschool Instructional Outcome Variables; (6) Parenting Instructional Outcome Variables; (7) Fidelity Measurement; (8) Final Multi-Level Outcome Models; (9) Effect Size Calculation; (10) Sample Sizes and Methods Used for Missing Data; (11) ITT Tables for Single Developer Contrasts; (12) Growth Analysis; (13) Interactions of Curriculum with Home Language and Ethnicity; (14) Simulation Study of Method for Exploring Fidelity-Adjusted Relationships; and (15) Participation and Participation-Adjusted Group Differences. (Contains 79 footnotes, 23 figures and 110 tables.)
National Center for Education Evaluation and Regional Assistance. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site:
Publication Type: Reports - Evaluative
Education Level: Adult Basic Education; Adult Education; Early Childhood Education; Elementary Education; Elementary Secondary Education; Intermediate Grades; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Institute of Education Sciences (ED), National Center for Education Evaluation and Regional Assistance
IES Funded: Yes