The Role of External Support in Improving K-3 Reading Outcomes in New York City

Autor/inn/en	Hatch, Thomas; Ahn, Meesuk; Ferguson, Daniel; Rumberger, Alyson
Titel	The Role of External Support in Improving K-3 Reading Outcomes in New York City
Quelle	In: Urban Education, 58 (2023) 5, S.867-898 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hatch, Thomas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085919877932
Schlagwörter	Outcomes of Education; Reading Improvement; Primary Education; Educational Resources; Shared Resources and Services; Educational Finance; Reading Programs; Public Schools; Social Networks; Educational Cooperation; New York (New York) + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Primarbereich; Bildungsmittel; Gemeinwirtschaft; Bildungsfonds; Public school; Öffentliche Schule; Social network; Soziales Netzwerk; Education; cooperation; Kooperation
Abstract	This study documents the collective capacity of the external support providers working to improve K-3 reading outcomes in New York City. Interviews and social network surveys with a sample of the 112 providers at work in this "reading improvement sector" showed that they serve as a conduit for sharing reading-related resources and expertise throughout a large part of New York City. However, the collective impact of the sector remains limited because their goals vary widely; support is unevenly distributed; and many programs work in isolation and are informed by funders and sources of expertise that are unlikely to be connected. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01