This report describes the adoption of RtI practices in a large, multistate sample of schools, examines the implementation of tiered intervention services for students at risk of reading difficulty, and finds that assignment to receive intervention did not improve reading outcomes among students scoring just below the eligibility point.
Final Report from the Investing in Innovation (i3) Evaluation
This final report on the scale-up of Success for All, funded by a federal Investing in Innovation (i3) grant, examines the implementation, impact, costs, and expansion of this whole-school reading reform. It finds that second-graders in schools using the program outperformed their control-group counterparts on a measure of phonics skills.
Implementation, Impacts, and Costs of the Reading Partners Program
One-on-one tutoring by volunteers improves the reading proficiency of struggling second- to fifth-graders, according to MDRC’s random assignment study. As a program staffed mostly by volunteers, Reading Partners is substantially less costly than other supplemental reading services typically offered to struggling readers.
This report examines the implementation and effects of an academic summer program for middle school students offered by Building Educated Leaders for Life (BELL). The findings suggest that BELL students did not outperform non-BELL students in reading, but that the program may have had a positive effect on students’ math achievement.
Lessons from the Implementation of the Young Adult Literacy Program
MDRC conducted a study of the Young Adult Literacy program, created in New York City to prepare young adults for a high school equivalency certificate. Findings indicate that the program fills an important gap in services for disadvantaged and disconnected youth who lack critical academic and employment skills.
The Success for All Model of School Reform
Success for All, a whole-school reading reform, received a federal Investing in Innovation (i3) scale-up grant in 2010 to expand to additional elementary schools. This report examines the program’s implementation and the impacts in 2012-2013, the second year of operation, on early reading skills.
Early Findings from the Investing in Innovation (i3) Scale-Up
Success for All, a whole-school reading reform, received a federal Investing in Innovation (i3) scale-up grant in 2010 to expand to additional elementary schools. This report examines the program’s implementation and its impact in 2011-2012, the first year of operation, on kindergartners’ early reading.
Report on Program Impacts, Program Fidelity, and Contrast
The Content Literacy Continuum combines whole-school and targeted approaches to supporting student literacy and content learning, using instructional routines and learning strategies. This report describes implementation and impact findings from a random assignment study involving 33 high schools in nine school districts.
What Two Rigorous Studies Tell Us
This synthesis reviews findings from two rigorous, large-scale evaluations — the Professional Development in Reading Study and the Middle School Mathematics Professional Development Impact Study. Both interventions had only limited effects on teachers’ knowledge and instruction and no impacts on students’ test scores. The report ends with suggestions about how professional development might be improved to achieve better results.
The Impact of Supplemental Literacy Courses for Struggling Ninth-Grade Readers
Over the course of ninth grade, two supplemental literacy courses modestly improved students’ reading comprehension skills and helped them perform better academically in their course work. However, these benefits did not persist in the following school year, when students were no longer receiving the supplemental support.