Evaluation of DC Reads: Year 2 Final Report.
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| Title: | Evaluation of DC Reads: Year 2 Final Report. |
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| Language: | English |
| Authors: | Macro International, Inc., Silver Spring, MD. |
| Availability: | For full text: http://www.cns.gov/areads/about/evaluation.html. |
| Peer Reviewed: | N |
| Page Count: | 87 |
| Publication Date: | 2000 |
| Sponsoring Agency: | Corporation for National Service, Washington, DC. |
| Document Type: | Reports - Evaluative |
| Descriptors: | Outcomes of Education, Partnerships in Education, Primary Education, Program Evaluation, Program Implementation, Reading Achievement, Student Needs, Tutorial Programs |
| Geographic Terms: | District of Columbia |
| Abstract: | The DC Reads program was first implemented during the 1997-1998 school year as a partnership among the Corporation for National Service; District of Columbia Public Schools; Communities in Schools (CIS), a nonprofit corporation; and six local universities, with Georgetown University acting as lead. During the 1998-1999 school year, it expanded to include two more city-based universities and more nonprofit community organizations that coordinate the delivery of testing services. The Year 2 evaluation of DC Reads focused on the program operated in 16 schools by CIS during the 1998-1999 school year. Across its 16 sites (4 of which served as primary study sites) DC Reads provided tutoring to approximately 504 students during the school year--most were in second grade. Students providing tutoring numbered 340; in the 4 study schools, 136 students received tutoring from 74 tutors. DC Reads tutors were mostly Federal Work-Study students attending partner universities, and they used a curriculum and instructional materials purchased by the partners and adapted. Most schools used the Book Partners curriculum while a few schools used the Reading One-to-One curriculum. The Year 2 evaluation concentrated on assessing student outcomes. Findings include: significant gains on 5 of 8 tests in the Reading Performance Battery, with dramatic gains in phonemic awareness; lowest performers progressing at the fastest rate; and nearly twice as much gain for tutored students compared to nontutored students on the Stanford Achievement Test. Effective practices and lessons learned (solutions) are: use of research-based elements to produce reading achievement; well-structured tutoring sessions in which the content and delivery of instruction are carefully planned; close coordination with school personnel; intensive, ongoing training and supervision for tutors; frequent, regular tutoring sessions; careful evaluation, assessment, monitoring, and reinforcement of progress; access to training and technical assistance resources; and engendering positive, caring relationships among student, staff, and tutors. Students who received tutoring made significant gains in reading, and overall the program experienced considerable success in its second year. Appended are: methodology, sources of information, and outcomes. (NKA) |
| Entry Date: | 2002 |
| Accession Number: | ED464344 |
| Database: | ERIC |
| Abstract: | The DC Reads program was first implemented during the 1997-1998 school year as a partnership among the Corporation for National Service; District of Columbia Public Schools; Communities in Schools (CIS), a nonprofit corporation; and six local universities, with Georgetown University acting as lead. During the 1998-1999 school year, it expanded to include two more city-based universities and more nonprofit community organizations that coordinate the delivery of testing services. The Year 2 evaluation of DC Reads focused on the program operated in 16 schools by CIS during the 1998-1999 school year. Across its 16 sites (4 of which served as primary study sites) DC Reads provided tutoring to approximately 504 students during the school year--most were in second grade. Students providing tutoring numbered 340; in the 4 study schools, 136 students received tutoring from 74 tutors. DC Reads tutors were mostly Federal Work-Study students attending partner universities, and they used a curriculum and instructional materials purchased by the partners and adapted. Most schools used the Book Partners curriculum while a few schools used the Reading One-to-One curriculum. The Year 2 evaluation concentrated on assessing student outcomes. Findings include: significant gains on 5 of 8 tests in the Reading Performance Battery, with dramatic gains in phonemic awareness; lowest performers progressing at the fastest rate; and nearly twice as much gain for tutored students compared to nontutored students on the Stanford Achievement Test. Effective practices and lessons learned (solutions) are: use of research-based elements to produce reading achievement; well-structured tutoring sessions in which the content and delivery of instruction are carefully planned; close coordination with school personnel; intensive, ongoing training and supervision for tutors; frequent, regular tutoring sessions; careful evaluation, assessment, monitoring, and reinforcement of progress; access to training and technical assistance resources; and engendering positive, caring relationships among student, staff, and tutors. Students who received tutoring made significant gains in reading, and overall the program experienced considerable success in its second year. Appended are: methodology, sources of information, and outcomes. (NKA) |
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