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The Role of External Support Providers in Improving K-3 Reading Outcomes in New York. CPRE Research Report #RB 2019-1

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Title: The Role of External Support Providers in Improving K-3 Reading Outcomes in New York. CPRE Research Report #RB 2019-1
Language: English
Authors: Hatch, Thomas, Ahn, Meesuk, Ferguson, Daniel, Rumberger, Alyson, University of Pennsylvania, Consortium for Policy Research in Education (CPRE), National Center for Restructuring Education, Schools, and Teaching (NCREST)
Source: Consortium for Policy Research in Education. 2019.
Availability: Consortium for Policy Research in Education. University of Pennsylvania, 3440 Market Street Suite 560, Philadelphia, PA 19104. Tel: 215-593-0700; Fax: 215-573-7914; e-mail: cpre@gse.upenn.edu; Web site: http://www.cpre.org
Peer Reviewed: N
Page Count: 10
Publication Date: 2019
Sponsoring Agency: New York Community Trust
Document Type: Reports - Research
Education Level: Early Childhood Education
Elementary Education
Primary Education
Kindergarten
Grade 1
Grade 2
Descriptors: Educational Improvement, Primary Education, Kindergarten, Grade 1, Grade 2, Public Schools, Elementary Schools, Reading Instruction, Program Effectiveness, Teacher Competencies, Educational Resources, Partnerships in Education, Cooperation, Literacy Education, Faculty Development
Geographic Terms: New York (New York)
Abstract: This brief provides a summary of the results of a project designed to help build the collective capacity and increase the impact of programs working to improve K-3 reading outcomes in New York City public elementary schools (the "K-3 reading improvement sector"). The first phase of this project identified all of the programs working in the sector in 2015 and then examined the extent to which a sample of programs have the goals, resources, personnel to improve K-3 reading outcomes across New York City. In 2016-17, the second phase of this project mapped the relationships among a sample of sector programs, the sources they rely on to support their work, and the NYC schools with whom they partner. Making these relationships visible shows to what extent students from different backgrounds and schools get access to valuable information, resources, and expertise, and the extent to which programs are in a position to increase their collective impact through coordination and collaboration. [To view the full report, "Mapping the Reading Improvement Sector in New York City: The Role of External Support Providers in Improving K-3 Reading Outcomes," see ED597882. Additional support from the Brooke Astor Fund for New York City Education.]
Abstractor: ERIC
Entry Date: 2019
Accession Number: ED597883
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  Data: Consortium for Policy Research in Education. University of Pennsylvania, 3440 Market Street Suite 560, Philadelphia, PA 19104. Tel: 215-593-0700; Fax: 215-573-7914; e-mail: cpre@gse.upenn.edu; Web site: http://www.cpre.org
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  Data: This brief provides a summary of the results of a project designed to help build the collective capacity and increase the impact of programs working to improve K-3 reading outcomes in New York City public elementary schools (the "K-3 reading improvement sector"). The first phase of this project identified all of the programs working in the sector in 2015 and then examined the extent to which a sample of programs have the goals, resources, personnel to improve K-3 reading outcomes across New York City. In 2016-17, the second phase of this project mapped the relationships among a sample of sector programs, the sources they rely on to support their work, and the NYC schools with whom they partner. Making these relationships visible shows to what extent students from different backgrounds and schools get access to valuable information, resources, and expertise, and the extent to which programs are in a position to increase their collective impact through coordination and collaboration. [To view the full report, "Mapping the Reading Improvement Sector in New York City: The Role of External Support Providers in Improving K-3 Reading Outcomes," see ED597882. Additional support from the Brooke Astor Fund for New York City Education.]
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    Subjects:
      – SubjectFull: Educational Improvement
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      – SubjectFull: Primary Education
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      – SubjectFull: Kindergarten
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      – SubjectFull: Grade 1
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      – SubjectFull: Public Schools
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      – SubjectFull: Elementary Schools
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      – SubjectFull: Reading Instruction
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      – SubjectFull: New York (New York)
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