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Looking Into the Black Box: Case Studies of the Reading First Program
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| Presenter(s):
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| Helene Jennings, ICF Macro, helene.p.jennings@macrointernational.com
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| Elaine Pierrel, Pierrel Associates, eepierrel@aol.com
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| Abstract:
Macro International completed three years of evaluating the Reading First program in the State of Maryland. Quantitative data had been amassed in terms of student achievement on the state reading test; analyses were conducted to determine disaggregated results by subgroups; and educator surveys measured knowledge of early literacy instruction, teachers' attitudes, and the effectiveness of the professional development efforts. In an effort to understand some of the dynamics of the differing results of this program in urban, suburban, and rural school settings, six case studies were undertaken. A purposive sample selected varied environments to explore the questions of reasons for success, issues associated with classroom implementation, local leadership, expansion of the program beyond study schools and grades, effectiveness for ELL students, and sustainability. The presentation will focus on design, implementation, and lessons learned from use of the case study methodology.
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Measuring Progress in Educating Marginalized Students at One Alternative School: Issues, Efforts, and Realities
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| Presenter(s):
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| Brianna Kennedy, University of Southern California, blkenned@usc.edu
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| Abstract:
This paper contributes to the 2009 conference theme by examining educational evaluation in the specific context of K-12 schools that serve expelled and other students exhibiting maladaptive behavior. Alternative schools catering to students with poor school performance must contend with a host of problems that affect students' abilities to learn and demonstrate their learning. Schools that meet the needs of these children address social, emotional, and behavioral issues that impact learning, as well as alarming gaps in skills that many of these students have. Typical means of establishing a school's success, which primarily include standardized test scores administered annually, do not encompass the progress made in alternative schools serving this population of students. Utilizing case study data from 40 interviews and over 75 hours of observation, this paper examines assessment efforts at one such school in order to help inform the discussion of relevant accountability practices in alternative school contexts.
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