Progress Report on the Reading Recovery Program, 1995-96. No. 716.
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| Title: | Progress Report on the Reading Recovery Program, 1995-96. No. 716. |
|---|---|
| Language: | English |
| Authors: | Fass-Holmes, Barry, Ciriza, Frank, San Diego City Schools, CA. Planning, Assessment, and Accountability Div. |
| Peer Reviewed: | N |
| Page Count: | 54 |
| Publication Date: | 1996 |
| Document Type: | Numerical/Quantitative Data Reports - Evaluative |
| Descriptors: | Black Students, Grade 1, Hispanic American Students, Hispanic Americans, Minority Groups, Primary Education, Program Effectiveness, Program Evaluation, Program Implementation, Reading Achievement, Spanish, Tables (Data), Tutorial Programs, Urban Schools, Urban Youth, White Students |
| Abstract: | The Reading Recovery (RR) program of the San Diego City Schools (California) has expanded over the last 5 years and now includes 38 schools. This report documents the program's short-term and sustained efforts to increase reading achievement and its central office costs. RR is a Title I-funded early intervention program that uses one-on-one tutoring to improve the reading skills of students experiencing serious difficulties in the first grade. These students are identified and selected on the basis of their performance on a program-developed assessment. Implementation of the district's RR program has been difficult because the RR program model is designed to serve the lowest 20% of first graders, but the district's implementation has been limited to the lowest 8 students at almost every school, resulting in serving about 25 to 33%. Beginning in 1994-95, access to RR was reduced to the most needy students in the lowest 20%. A Spanish-language version of RR was also implemented. The short-term treatment effects of RR were determined by comparing the percentage of "discontinued" (reached grade level in reading) with those who were not discontinued and by analyzing the participants' English language performance in the second grade and above. The percentage of discontinued students varied from year to year, but discontinued students (except for 1994-95) showed sustained academic benefit from RR. Approximately 55% of African American, Hispanic, and White students were discontinued, and the success rate was almost identical for the three ethnicities. Costs were highest for 1994-95, due to program expansion, and recommendations are made for continued RR funding. (Contains 9 figures and 20 tables.) (SLD) |
| Entry Date: | 1997 |
| Accession Number: | ED408376 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED408376 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: ED408376 AccessLevel: 3 PubType: Electronic Resource PubTypeId: electronicResource PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Progress Report on the Reading Recovery Program, 1995-96. No. 716. – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Fass-Holmes%2C+Barry%22">Fass-Holmes, Barry</searchLink><br /><searchLink fieldCode="AR" term="%22Ciriza%2C+Frank%22">Ciriza, Frank</searchLink><br /><searchLink fieldCode="AR" term="%22San+Diego+City+Schools%2C+CA%2E+Planning%2C+Assessment%2C+and+Accountability+Div%2E%22">San Diego City Schools, CA. Planning, Assessment, and Accountability Div.</searchLink> – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 54 – Name: DatePubCY Label: Publication Date Group: Date Data: 1996 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Numerical/Quantitative Data<br />Reports - Evaluative – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Black+Students%22">Black Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="DE" term="%22Hispanic+American+Students%22">Hispanic American Students</searchLink><br /><searchLink fieldCode="DE" term="%22Hispanic+Americans%22">Hispanic Americans</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Groups%22">Minority Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Evaluation%22">Program Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Achievement%22">Reading Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Spanish%22">Spanish</searchLink><br /><searchLink fieldCode="DE" term="%22Tables+%28Data%29%22">Tables (Data)</searchLink><br /><searchLink fieldCode="DE" term="%22Tutorial+Programs%22">Tutorial Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Schools%22">Urban Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Youth%22">Urban Youth</searchLink><br /><searchLink fieldCode="DE" term="%22White+Students%22">White Students</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The Reading Recovery (RR) program of the San Diego City Schools (California) has expanded over the last 5 years and now includes 38 schools. This report documents the program's short-term and sustained efforts to increase reading achievement and its central office costs. RR is a Title I-funded early intervention program that uses one-on-one tutoring to improve the reading skills of students experiencing serious difficulties in the first grade. These students are identified and selected on the basis of their performance on a program-developed assessment. Implementation of the district's RR program has been difficult because the RR program model is designed to serve the lowest 20% of first graders, but the district's implementation has been limited to the lowest 8 students at almost every school, resulting in serving about 25 to 33%. Beginning in 1994-95, access to RR was reduced to the most needy students in the lowest 20%. A Spanish-language version of RR was also implemented. The short-term treatment effects of RR were determined by comparing the percentage of "discontinued" (reached grade level in reading) with those who were not discontinued and by analyzing the participants' English language performance in the second grade and above. The percentage of discontinued students varied from year to year, but discontinued students (except for 1994-95) showed sustained academic benefit from RR. Approximately 55% of African American, Hispanic, and White students were discontinued, and the success rate was almost identical for the three ethnicities. Costs were highest for 1994-95, due to program expansion, and recommendations are made for continued RR funding. (Contains 9 figures and 20 tables.) (SLD) – Name: DateEntry Label: Entry Date Group: Date Data: 1997 – Name: AN Label: Accession Number Group: ID Data: ED408376 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 54 Subjects: – SubjectFull: Black Students Type: general – SubjectFull: Grade 1 Type: general – SubjectFull: Hispanic American Students Type: general – SubjectFull: Hispanic Americans Type: general – SubjectFull: Minority Groups Type: general – SubjectFull: Primary Education Type: general – SubjectFull: Program Effectiveness Type: general – SubjectFull: Program Evaluation Type: general – SubjectFull: Program Implementation Type: general – SubjectFull: Reading Achievement Type: general – SubjectFull: Spanish Type: general – SubjectFull: Tables (Data) Type: general – SubjectFull: Tutorial Programs Type: general – SubjectFull: Urban Schools Type: general – SubjectFull: Urban Youth Type: general – SubjectFull: White Students Type: general Titles: – TitleFull: Progress Report on the Reading Recovery Program, 1995-96. No. 716. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: San Diego City Schools, CA. Planning, Assessment, and Accountability Div. – PersonEntity: Name: NameFull: Fass-Holmes, Barry – PersonEntity: Name: NameFull: Ciriza, Frank IsPartOfRelationships: – BibEntity: Dates: – D: 16 M: 12 Type: published Y: 1996 |
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