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ERIC Number: EJ1089831
Record Type: Journal
Publication Date: 2016
Pages: 19
Abstractor: As Provided
ISSN: ISSN-1082-4669
Scaling and Sustaining an Intervention: The Case of Reading Recovery
Rodgers, Emily
Journal of Education for Students Placed at Risk, v21 n1 p10-28 2016
In every school district across the country, every year, initiatives are adopted with the goal of improving the literacy performance of young students, and, just as frequently, these initiatives fail or quickly become passing fads. In this article, Rodgers reviews literature related to scaling educational innovations and describes challenges and barriers to implementing and maintaining evidence-based reform. Using Reading Recovery as a case example, she describes features of the intervention that are thought to be linked to its longevity in terms of scalability and sustainability. She also shares lessons learned from the most recent period of its expansion with the 5-year grant to scale up Reading Recovery across the county. Implications from this article include the importance of adopting an initiative that has a well-articulated design, collecting data on the progress of the students served, and having a person in the district who acts as a redirecting agent, maintaining the design of the initiative and guarding it against tendencies to pare down the design.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Evaluative; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Department of Education (ED), Office of Innovation and Improvement
Authoring Institution: N/A
Identifiers - Location: Ohio
Grant or Contract Numbers: U396A100027