The Role of External Support in Improving K-3 Reading Outcomes in New York City
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| Title: | The Role of External Support in Improving K-3 Reading Outcomes in New York City |
|---|---|
| Language: | English |
| Authors: | Hatch, Thomas (ORCID |
| Source: | Urban Education. Jun 2023 58(5):867-898. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 32 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Primary Education |
| Descriptors: | Outcomes of Education, Reading Improvement, Primary Education, Educational Resources, Shared Resources and Services, Educational Finance, Reading Programs, Public Schools, Social Networks, Educational Cooperation |
| Geographic Terms: | New York (New York) |
| DOI: | 10.1177/0042085919877932 |
| ISSN: | 0042-0859 1552-8340 |
| Abstract: | This study documents the collective capacity of the external support providers working to improve K-3 reading outcomes in New York City. Interviews and social network surveys with a sample of the 112 providers at work in this "reading improvement sector" showed that they serve as a conduit for sharing reading-related resources and expertise throughout a large part of New York City. However, the collective impact of the sector remains limited because their goals vary widely; support is unevenly distributed; and many programs work in isolation and are informed by funders and sources of expertise that are unlikely to be connected. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1371990 |
| Database: | ERIC |
| Abstract: | This study documents the collective capacity of the external support providers working to improve K-3 reading outcomes in New York City. Interviews and social network surveys with a sample of the 112 providers at work in this "reading improvement sector" showed that they serve as a conduit for sharing reading-related resources and expertise throughout a large part of New York City. However, the collective impact of the sector remains limited because their goals vary widely; support is unevenly distributed; and many programs work in isolation and are informed by funders and sources of expertise that are unlikely to be connected. |
|---|---|
| ISSN: | 0042-0859 1552-8340 |
| DOI: | 10.1177/0042085919877932 |
