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ERIC Number: ED504204
Record Type: Non-Journal
Publication Date: 2008-Oct
Pages: 302
Abstractor: ERIC
Reference Count: 21
ISBN: N/A
ISSN: N/A
Reading First Implementation Evaluation: Final Report
Moss, Marc; Fountain, Alyssa Rulf; Boulay, Beth; Horst, Megan; Rodger, Chris; Brown-Lyons, Melanie
US Department of Education
The "No Child Left Behind Act of 2001" (PL 107-110) established the Reading First (RF) Program (Title I, Part B, Subpart 1), a major Federal initiative designed to help ensure that all children can read at or above grade level by the end of third-grade. The legislation (Section 1205 of the Elementary and Secondary Education Act) requires an evaluation of the implementation of the program. To meet this requirement, the Department contracted with Abt Associates to conduct an evaluation that ascertains: (1) how reading instruction differs in in RF schools and non-RF Title I schools as RF schools' implementation efforts mature over time; (2) whether student achievement improve more quickly in schools with Reading First funds than in non-RF Title I schools not receiving RF funds; and (3) whether there any relationships between how schools implement Reading First-aligned practices and changes in reading achievement. This final study report provides findings from surveys completed in spring 2005 and 2007 by K-3 teachers, principals, and reading coaches in nationally representative samples of RF schools and non-RF Title I schools; and state and national databases that provided measures of school-level reading scores on state assessments across all school districts nationwide. The report is organized into nine chapters. Chapter 1 reviewed the context for study, the Reading First legislation, the study design and the analytic approaches. Chapter 1 also summarized findings from other relevant studies. Chapter 2 describes the characteristics of RF and non-RF Title I schools. Chapters 3 through 7 present analyses of survey data that investigate changes in reading programs from 2005 to 2007 in RF and non-RF Title I schools. Chapter 8 presents findings about reading achievement trends in RF and non-RF Title I schools based on state-by-state analyses of third- and fourth-grade scores on states' reading assessments. In addition, chapter 8 presents results of an analysis of the relationship been teachers' RF-aligned activities and student reading achievement using 2005 survey data and states' reading assessment scores. Chapter 9 presents conclusions based on the key findings presented in this report. Appended to this report are: (1) The Study Samples and the Sampling Weights; (2) Back-up Exhibits; (3) Specification of Statistical Models; (4) Survey Instruments; and (5) The Construct Matrix. (Contains 134 exhibits.)
US Department of Education. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Fax: 301-470-1244; Web site: http://www.edpubs.org
Publication Type: Reports - Evaluative
Education Level: Elementary Education; Grade 1; Grade 2; Grade 3; Grade 4; Kindergarten; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act; No Child Left Behind Act 2001