ERIC Number: ED538439
Record Type: Non-Journal
Publication Date: 2010-Oct-1
Effectiveness of McGraw Hill's "Jamestown Reading Navigator" in Grades 9-10: A Study of Intensive Reading Classes in Miami-Dade High Schools
Lazarev, Valeriy; Atienza, Sara; Lai, Garrett; Ma, Boya; Sterling, Laurel
Empirical Education Inc.
A quasi-experimental study designed to provide evidence of the effectiveness of the "Jamestown Reading Navigator" ("JRN") program for students in grades 9-10 was conducted in the Miami Dade Public School District (MDCSD). "Jamestown Reading Navigator" is a reading intervention program developed by McGraw-Hill Education to raise reading competencies of struggling middle school and high school students. The publishers state that the program "motivate[s] reluctant readers with highly engaging online and print-based content written exclusively for adolescents" ("Jamestown Reading Navigator," 2009). The current study tests two research questions: (1) Do students participating in the "Jamestown Reading Navigator" program attain higher reading achievement scores than comparable students who are not participating in "JRN"?; (2) Are there discernible differences in the size of impact on children of different gender, ethnicity, disability, English learner status, and pretest score? This study demonstrates that "JRN" had a positive impact on student achievement in reading for students in the Miami Dade Public School District's Intensive Reading classes. It also indicates a potential for "JRN" to benefit students with disabilities. Data availability limited the impact evaluation to the first year of program implementation and precludes assessing "JRN's" long term benefits. (Contains 3 tables and 3 figures.)
Descriptors: Academic Achievement, Reading Achievement, Program Effectiveness, Intervention, Program Implementation, School Districts, Grade 9, Urban Schools, High School Students, Program Evaluation, Quasiexperimental Design, Grade 10, Reading Programs, Comparative Analysis, Special Needs Students, Outcome Measures, Pretests Posttests, Reading Tests, Student Characteristics, Student Records, Hierarchical Linear Modeling, Statistical Analysis, African American Students, English Language Learners, Males, Socioeconomic Status, Racial Differences, Gender Differences
Empirical Education Inc. 425 Sherman Avenue Suite 210, Palo Alto, CA 94306. Tel: 650-328-1734; Fax: 650-328-1794; e-mail: firstname.lastname@example.org; Web site: http://www.empiricaleducation.com
Publication Type: Reports - Research
Education Level: Elementary Secondary Education; Grade 10; Grade 9; High Schools; Secondary Education
Authoring Institution: Empirical Education Inc.
Identifiers - Location: Florida
Identifiers - Assessments and Surveys: Florida Comprehensive Assessment Test