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Philip Sirinides; Abigail Gray; Henry May – Educational Evaluation and Policy Analysis, 2018
Reading Recovery is an example of a widely used early literacy intervention for struggling first-grade readers, with a research base demonstrating evidence of impact. With funding from the U.S. Department of Education's i3 program, researchers conducted a 4-year evaluation of the national scale-up of Reading Recovery. The evaluation included an…
Descriptors: Reading Programs, Program Evaluation, Elementary School Students, Grade 1
Melissa A. Clark; Philip M. Gleason; Christina Clark Tuttle; Marsha K. Silverberg – Educational Evaluation and Policy Analysis, 2015
This article presents findings from a lottery-based study of the impacts of a broad set of 33 charter middle schools across 13 states on student achievement. To estimate charter school impacts, we compare test score outcomes of students admitted to these schools through the randomized admissions lotteries with outcomes of applicants who were not…
Descriptors: Charter Schools, Academic Achievement, Middle Schools, Outcomes of Education

Barber, Larry W.; Bullock, Terry – Educational Evaluation and Policy Analysis, 1980
The evaluation of the reading programs in the Eugene, Oregon, public schools is described. Emphasis is placed on the eclectic approach to reading in the district prior to the evaluation and on the effect of using staff members as evaluators in their own district. (CTM)
Descriptors: Educational Assessment, Elementary Education, Evaluation Methods, Program Evaluation

Slavin, Robert E. – Educational Evaluation and Policy Analysis, 1991
Evaluations of IBM's Writing to Read program for kindergartners and first graders are reviewed. The 21 kindergarten studies evidenced a median effect size of 0.23; however, in many cases this effect may be a result of comparisons with nonacademic programs. Across 13 first grade studies, the median effect size was 0.00. (TJH)
Descriptors: Computer Assisted Instruction, Effect Size, Elementary School Students, Evaluation Research

Winfield, Linda F. – Educational Evaluation and Policy Analysis, 1990
The relationship between school-level minimum competency testing (MCT) programs and student reading proficiency measured by the 1983-84 National Assessment of Educational Progress was studied in subsamples of 10,367 fourth graders, 10,829 eighth graders, and 13,513 eleventh graders. No advantages of MCT programs were seen in grade 4. (SLD)
Descriptors: Academic Achievement, Educational Change, Elementary School Students, Elementary Secondary Education