The Results of a Randomized Control Trial Evaluation of the Spark Literacy Program: An Innovative Approach That Pairs One-on-One Tutoring with Family Engagement

Autor/inn/en	Jones, Curtis J.; Christian, Michael
Titel	The Results of a Randomized Control Trial Evaluation of the Spark Literacy Program: An Innovative Approach That Pairs One-on-One Tutoring with Family Engagement
Quelle	In: Journal of Education for Students Placed at Risk, 26 (2021) 3, S.185-209 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
DOI	10.1080/10824669.2020.1809419
Schlagwörter	Literacy Education; Early Childhood Education; Tutoring; Individual Instruction; Parent Participation; Program Effectiveness; Public Schools; Urban Schools; Elementary School Students; Kindergarten; Grade 1; Grade 2; Reading Instruction; Reading Achievement; Attendance; Wisconsin (Milwaukee) + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Förderkonzept; Nachhilfeunterricht; Individuelles Lernen; Elternmitwirkung; Public school; Öffentliche Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Leseunterricht; Leseleistung; Anwesenheit
Abstract	This report presents the results of a two-year randomized control trial evaluation of the SPARK foundational literacy program. SPARK is an early grade literacy program developed by Boys & Girls Clubs of Greater Milwaukee that pairs one-on-one tutoring with parent engagement. In 2010, SPARK was awarded an Investing in Innovation (i3) U.S. Department of Education grant to test its impact in seven low-income and low-achieving Milwaukee Public Schools (MPS). In the fall of 2013, 286 students were randomly assigned to receive SPARK for two years and 290 assigned to the control condition. Overall attrition rates ranged from 34.4% to 38.7% and differential attrition rates between SPARK and control students ranged from 1.2% to 3.0%, depending on the outcome. Most participants received a high dosage of both tutoring and family engagement across their two years of participation. Although SPARK had statistically significant positive impacts on literacy development and regular school day attendance, most, if not all, of the impact was realized during the first year of participation. The impact of SPARK was also found to be greatest for students with the greatest need for additional literacy support. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01