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ERIC Number: ED562490
Record Type: Non-Journal
Publication Date: 2015
Pages: 7
Abstractor: ERIC
Reference Count: 8
The Results of a Randomized Control Trial of the Milwaukee Community Literacy Project
Jones, Curtis
Society for Research on Educational Effectiveness
The tutoring component of the Investing in Innovations (i3) funded Milwaukee Community Literacy Project (MCLP) is based on the Reading Recovery program. Reading Recovery focuses on in-school tutoring with lesson plans written, and assessments analyzed, by the tutors themselves. The objective of this study is to measure the impact of the MCLP on reading achievement in two cohorts of participants. One cohort participated for two years in the 2011-2012 and 2012-2013 school years. The other began participation in the 2013-2014 school year and is continuing to participate in 2014-2015. The MCLP is a collaboration between the Boys & Girls Clubs of Greater Milwaukee and the Milwaukee Public Schools (MPS) to provide one-on-one tutoring and family engagement to kindergarten through 3rd grade students in seven predominantly low-income and minority elementary schools. The evaluation utilizes a randomized control trial to isolate the impact of MCLP on reading achievement. A random selection of kindergarten, 1st, and 2nd grade students in six MPS schools were selected to participate in Cohort 1 during the 2011-2012 school year. A second cohort was selected to participate in seven schools during the 2013-2014 school year. After two years of participation, the MCLP was found to have a small but significant impact on the reading achievement of the first cohort (0.12 standard deviations). However after only one year of participation, the MCLP was found to have a similar impact on the MAP/MPG scores of the second cohort (0.12 standard deviations). Second cohort MCLP participants also scored higher on the PALS; scores were 0.438 and 0.372 standardized units higher than control students (p < 0.0001). Pooled together, these results indicate that the MCLP had a large impact (0.40 standardized effect) on spring PALS scores (p < 0.0001). Tables are appended.
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Publication Type: Reports - Research
Education Level: Early Childhood Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Society for Research on Educational Effectiveness (SREE)
Identifiers - Location: Wisconsin