This study assesses the long-term linguistic and academic outcomes associated with different bilingual language education models for low-income dual language learners (DLLs) residing in a bilingual, bicultural context. As part of the Miami School Readiness Project (MSRP), we analyzed the impact of program model on gains in English language…

The Republic of Ireland has a history of high reading scores in the Programme for International Student Assessment (PISA). Analysis from PISA 2018 shows that although the country has many cultural similarities to the four UK nations (England, Wales, Scotland and Northern Ireland), 15-year-old pupils in the Republic of Ireland achieved…

Mandatory grade retention for poor-performing readers has been a disputed practice for decades. Since the early-2000s, state-level mandatory grade retention policies have proliferated. In 18 states and Washington, D.C. mandatory grade retention exists for students in the third-grade who fail an end-of-year standardized reading exam. These policies…

North Carolina's Smart Start and More at Four (MAF) early childhood programs were evaluated through the end of elementary school (age 11) by estimating the impact of state funding allocations to programs in each of 100 counties across 13 consecutive years on outcomes for all children in each county-year group (n = 1,004,571; 49% female; 61%…

Reading is typically considered a survival skill in our technology- and literacy-bound culture. Individuals who struggle with learning to read are at significantly elevated risk for a number of negative outcomes, including school failure, under- and unemployment, and special education placement. Thus, those who do not learn to read fluently will…

The goal of a Comprehensive K-3 Reading Policy is to ensure all students read on grade level by the end of third grade. A comprehensive policy ensures early identification of struggling readers and establishes intensive reading intervention for K-3 students who need more support to become successful readers. The policy focuses on demonstrated…

This report describes the implementation of policies and initiatives supported by Title I and Title II-A of the federal Elementary and Secondary Education Act (ESEA) during the 2013-14 school year. Title I is one of the U.S. Department of Education's largest programs, accounting for $15 billion in the 2016 federal budget. Historically, Title I has…

This report describes the implementation of policies and initiatives supported by Title I and Title II-A of the federal Elementary and Secondary Education Act (ESEA) during the 2013-14 school year. Title I is one of the U.S. Department of Education's largest programs, accounting for $15 billion in the 2016 federal budget. Historically, Title I has…

Standardized tests have a long history of being the go-to measure of student reading achievement, teacher accomplishment, and school accountability. Given this habit of history, it is predictable that a single standardized reading test score is often considered the indicator of student reading growth and achievement. Yet standardized reading tests…

Most states continue to lack a comprehensive set of policies to improve teacher knowledge of evidence-based early reading methods. This excerpt from NCTQ's "State of the States 2021: Teacher Preparation Policy" examines state policy trends that govern requirements for early reading instruction knowledge in teacher preparation and…

This study compared the performance of bilingual learners, educated in either a Transitional Bilingual (TB) or Dual Language (DL) program, on the Reading and English portions of the nationally recognized college entrance exam, the American College Test (ACT). A statistically significant difference was found on the t-tests run for the Reading (p…

A Comprehensive K-3 Reading Policy establishes support and intensive reading interventions for K-3 students to ensure they read on grade level by the end of third grade. The policy also requires third grade students to demonstrate sufficient reading skills for promotion to fourth grade. For students severely below grade level and who do not…

This model policy creates a comprehensive early literacy reading policy to ensure all students receive the support and interventions necessary to enter fourth grade as proficient readers.

This study provides empirical evidence on preservice teachers' (PSTs) dispositions by surveying them on topics of educational policy in their first required course for a teacher preparation program in one mid-sized public university. Our survey used the same questions as did the Ed Next/Harvard Program on Education Policy and Governance poll,…

The Colorado Reading to Ensure Academic Development Act requires grade-level attainment in literacy in English for students in grades K-3. Its practical outcome, however, has been to pressure schools with bilingual programs to shift their instructional language allocations towards more English in the early grades. Proposed rule revisions debated…