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K - 12 Education |
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School-Based Reforms in Elementary Schools |
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Reading First Impact Study
Interim Report
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U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance
2008. Beth C. Gamse, Howard S. Bloom, James J. Kemple, and Robin Tepper Jacob.
This report, written by Abt Associates and MDRC and published by the U.S. Department of Education’s Institute of Education Sciences, finds that Reading First increased the amount of time that teachers spent on the five essential components of reading instruction, as defined by the National Reading Panel. While Reading First did not improve students' reading comprehension on average, there are some indications that some sites had impacts on both instruction and reading comprehension. An overview puts these interim findings in context.
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MDRC's Evaluation of Project GRAD
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Project Graduation Really Achieves Dreams (GRAD) is an ambitious education reform initiative that targets high schools and the elementary and middle schools that feed into them. Findings from MDRC’s evaluation of Project GRAD in several urban school districts can be found in two reports — one focused on elementary schools and the other on high schools.
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Charting a Path to Graduation
The Effect of Project GRAD on Elementary School
Student Outcomes in Four Urban Districts
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2006. Jason C. Snipes, Glee Ivory Holton, and Fred Doolittle.
This report describes the effects of Project GRAD, an ambitious education reform that targets high schools and the elementary and middle schools that feed into them, on student test scores in elementary schools in Houston, Texas; Atlanta, Georgia; Columbus, Ohio; and Newark, New Jersey.
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Striving for Student Success
The Effect of Project GRAD on High School Student Outcomes in Three Urban School Districts
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2006. Jason C. Snipes, Glee Ivory Holton, Fred Doolittle, and Laura Sztejnberg.
This report describes the effects of Project GRAD, an ambitious education reform that targets high schools and the elementary and middle schools that feed into them, on a variety of student outcomes in high schools in Houston, Texas; Atlanta, Georgia; and Columbus, Ohio.
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Evaluating the Accelerated Schools Approach
A Look at Early Implementation and Impacts on Student Achievement in Eight Elementary Schools
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2001. Howard S. Bloom, Sandra Ham, Laura Melton, Julieanne O'Brien.
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Measuring the Impacts of Whole-School Reforms
Methodological Lessons from an Evaluation of Accelerated Schools
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2001. Howard S. Bloom.
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Building the Foundation for Improved Student Performance
The Pre-Curricular Phase of Project GRAD Newark
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2000. Sandra Ham, Fred C. Doolittle, Glee Ivory Holton with Ana Maria Ventura, Rochanda Jackson.
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