ERIC Number: EJ862877
Record Type: Journal
Publication Date: 2009
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1082-4669
EISSN: N/A
Student and Teacher Outcomes of The Superkids Quasi-Experimental Study
Geoffrey D. Borman; N. Maritza Dowling
Journal of Education for Students Placed at Risk, v14 n3 p207-225 2009
In this article, we report kindergarten student and teacher outcomes from a quasi-experimental evaluation of The Superkids, a systematic, phonics-based, comprehensive K-2 reading program. We recruited 23 kindergarten teachers to implement The Superkids program from a diverse, yet predominantly ethnic minority, group of classrooms from across the United States. We then employed a precise computerized matching methodology to derive a statistically equivalent comparison group of 20 control teachers who implemented their standard "business as usual" core literacy program. Multilevel analyses of classroom-level effects of The Superkids revealed achievement advantages of more than 1/10 of a standard deviation, d = 0.11, to 1/4 of a standard deviation, d = 0.25, for the treatment group on the 5 subtests from the Stanford Achievement Test, 10th edition (SAT-10). Four measures of teachers' self-reported satisfaction with the core reading program used in their classrooms also revealed statistically significant advantages for Superkids of nearly three-quarters of a standard deviation, d = 0.72, to nearly 1 1/2 standard deviation units, d = 1.49. (Contains 3 tables and 1 footnote.)
Descriptors: Reading Instruction, Reading Programs, Reading Achievement, Achievement Tests, Kindergarten, Program Evaluation, Program Effectiveness, Phonics, Elementary School Teachers, Minority Group Children, Comparative Analysis, Literacy Education, Teacher Attitudes, Teaching Methods, Teacher Qualifications, At Risk Students
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Stanford Early School Achievement Test
Grant or Contract Numbers: N/A
What Works Clearinghouse Reviewed: Meets Evidence Standards with Reservations
WWC Study Page: http://ies.ed.gov/ncee/wwc/study/82903