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| ED005061P
Title:
NCEE 2008-4015 The Enhanced Reading Opportunities Study Early Impact and Implementation Findings
Author(s):
Language:
Quantity:
For Download Only
Number of Pages:
258
Web Availability:
PDF
Description:
This report presents early findings from the Enhanced Reading Opportunities (ERO) study — a demonstration and rigorous evaluation of two supplemental literacy programs that aim to improve the reading comprehension skills and school performance of struggling ninthgradereaders. The U.S. Department of Education’s (ED) Office of Elementary and Secondary Education (OESE)1 is funding the implementation of these programs, and its Institute of Education Sciences (IES) is responsible for oversight of the evaluation. MDRC — a nonprofit, nonpartisan education and social policy research organization — is conducting the evaluation in partnership with the American Institutes for Research (AIR) and Survey Research Management (SRM). The present report — the first of three — focuses on the first of two cohorts of ninth-grade students who will participate in the study and discusses the impact that the two interventions had on these students’ reading comprehension skills through the end of their ninth-grade year. The report also describes the implementation of the programs during the first year of the study and provides an assessment of the overall fidelity with which the participating schools adhered to the program design specified by the developers. The key findings discussed in the report include the following: • On average, across the 34 participating high schools, the supplemental literacy programs improved student reading comprehension test scores. • Although they are not statistically significant, the magnitudes of the impact estimates for each literacy intervention are the same as those for the full study sample. • Impacts on reading comprehension are larger for the 15 schools where (1) the ERO programs began within six weeks of the start of the school year and (2) implementation was classified as moderately or well aligned with the program model, compared with impacts for the 19 schools where at least one of these conditions was not met.
Publication ID:
ED005061P
ED ID:
ERIC ID:
Date Added:
07/22/2010
Cover Date:
01/01/1900
Education Level:
Elementary, High School
Publication Type:
Subject(s):
Educational indicators, Reading
Audience(s):
Administrators, Researchers
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