Can a Mixed-Method Literacy Intervention Improve the Reading Achievement of Low-Performing Elementary School Students in an After-School Program?: Results From a Randomized Controlled Trial of READ 180 Enterprise

This article describes an independent evaluation of the READ 180 Enterprise intervention designed by Scholastic, Inc. Despite widespread use of the program with upper elementary through high school students, there is limited empirical evidence to support its effectiveness. In this randomized controlled trial involving 312 students enrolled in an after-school program, we generated intention-to-treat (ITT) and treatment-on-the-treated (TOT) estimates of the program’s impact on several literacy outcomes of fourth, fifth, and sixth graders reading below proficiency on a state assessment at baseline. READ 180 Enterprise students outperformed control group students on vocabulary (d = .23) and reading comprehension (d = .32), but not on spelling and oral reading fluency. We interpret the findings in light of the theory of instruction underpinning the READ 180 Enterprise intervention

A randomized experiment of a mixed-methods literacy intervention for struggling readers in grades 4–6: effects on word reading efficiency, reading comprehension and vocabulary, and oral reading fluency

The purpose of this study was (1) to examine the causal effects of READ 180, a mixedmethods literacy intervention, on measures of word reading efficiency, reading comprehension and vocabulary, and oral reading fluency and (2) to examine whether print exposure among children in the experimental condition explained variance in posttest reading scores. A total of 294 children in Grades 4 to 6 were randomly assigned to READ 180 or a district after-school program. Both programs were implemented four days per week over 23 weeks. Children in the READ 180 intervention participated in three 20-minute literacy activities, including (1) individualized computer-assisted reading instruction with videos, leveled text, and word study activities, (2) independent and modeled reading practice with leveled books, and (3) teacher-directed reading lessons tailored to the reading level of children in small groups. Children in the district after-school program participated in a 60-minute program in which teachers were able to select from 16 different enrichment activities that were designed to improve student attendance. There was no significant difference between children in READ 180 and the district after-school program on norm-referenced measures of word reading efficiency, reading comprehension, and vocabulary. Although READ 180 had a positive impact on oral reading fluency and attendance, these effects were restricted to children in Grade 4. Print exposure, as measured by the number of words children read on the READ 180 computer lessons, explained 4% of the variance in vocabulary and 2% of the variance in word reading efficiency after all pretest reading scores were partialed out

High Hopes, Few Opportunities (Full Report): The Status of Elementary Science Education in California

This report, produced by the Center for the Future of Teaching and Learning at WestEd, Lawrence Hall of Science at University of California, Berkeley, and SRI International,?addresses how well California is doing to prepare its young people for the evolving economy and societal challenges. Specifically, it describes the status of science teaching and learning in California public elementary schools

Untapped Potential: The Status of Middle School Science Education in California

California's middle schools have the potential to give students the kind of science instruction consistent with the National Research Council's Framework for K-12 Science Education. However, major challenges limit opportunities for science learning, leaving that potential unfulfilled

High hopes few opportunities: The status of elementary science education in California

This report, produced by the Center for the Future of Teaching and Learning at WestEd, Lawrence Hall of Science at University of California, Berkeley, and SRI International, addresses how well California is doing to prepare its young people for the evolving economy and societal challenges. Specifically, it describes the status of science teaching and learning in California public elementary schools.Among the findings:- Forty percent of elementary teachers say they spend 60 minutes or less teaching science each week- Only one third of elementary teachers say they feel prepared to teach science- Eighty-five percent of teachers say they have not received any professional development in science during the last three years- 9 in 10 principals say science education is very important and should start early- Less than half of principals (44%) believe it is likely that a student would receive high-quality science instruction in his or her schoolThe reasons underlying the lack of high-quality learning opportunities in the state's elementary schools are many. For example:- Teachers do not feel prepared to teach science -- especially in comparison to their preparation to teach English language arts and mathematics.- Districts and schools do not have the resources (staff, time, or funds) to provide the needed professional development.- High-quality science teaching requires specialized materials, which teachers also say they lack, and districts and schools are strapped to provide these resources.These shortcomings are rooted in part in the state and federal accountability systems that place the greatest emphasis on English language arts and mathematics, which receive the lion's share of political and practical attention. The end result? California does not have a coherent system that enables teachers and schools to consistently provide students with high-quality science learning

High Hopes, Few Opportunities (Summary Report & Recommendations): The Status of Elementary Science Education in California

This report, prepared by the Center for the Future of Teaching and Learning at WestEd, summarizes extensive new research examining science education in California's classrooms, schools, and school districts. A key finding? Students have little access to high-quality science education