Impact Evaluation of the Minnesota Reading Corps K-3 Program

Autor/inn/en	Markovitz, Carrie E.; Hernandez, Marc W.; Hedberg, Eric C.; Silberglitt, Benjamin
Institution	Corporation for National and Community Service; NORC at the University of Chicago
Titel	Impact Evaluation of the Minnesota Reading Corps K-3 Program
Quelle	(2014), (86 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Outcome Measures; Reading Programs; Primary Education; Program Effectiveness; State Programs; Reading Achievement; At Risk Students; Tutoring; Kindergarten; Grade 1; Grade 2; Grade 3; Sex; Race; English Language Learners; Socioeconomic Status; Minnesota + Suchen Sie Ihr Suchwort? Primarbereich; Regierungsprogramm; Leseleistung; Förderkonzept; Nachhilfeunterricht; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Geschlecht; Geschlechtsverkehr; Rasse; Abstammung; Socio-economic status; Sozioökonomischer Status
Abstract	Minnesota Reading Corps (MRC) is the largest AmeriCorps State program in the country. The goal of MRC is to ensure that students become successful readers and meet reading proficiency targets by the end of the third grade. To meet this goal, the MRC program, and its host organization, ServeMinnesota Action Network, recruit, train, place and monitor AmeriCorps members to implement research-based literacy enrichment activities and interventions for at-risk Kindergarten through third grade (K-3) students and preschool children. Starting in 2011, the "Corporation for National and Community Service" (CNCS) sponsored a randomized controlled trial (RCT) impact evaluation of over 1,300 K-3 students at 23 participating schools who were determined to be eligible for the MRC program during the 2012-2013 school year. The goal of the impact evaluation was to determine both the short- and long-term impacts of the MRC program on elementary students' literacy outcomes. Key findings from the evaluation include: (1) Kindergarten, first, and third grade students who received MRC tutoring achieved significantly higher literacy assessment scores than students who did not; (2) MRC tutoring resulted in statistically significant impacts across multiple racial groups. In Kindergarten and first grade tutoring was effective despite important risk factors, including Dual Language Learner status and Free and Reduced Price Lunch eligibility; and (3) The MRC program is replicable in multiple school settings using AmeriCorps members with varied backgrounds. The study provides details of the: Impact Evaluation Methodology, School and Student Selection, Data Collection, Analysis, and Findings and Conclusions. [For the Appendices, see ED560019.] (ERIC).
Anmerkungen	Corporation for National and Community Service. 1201 New York Avenue NW, Washington, DC 20525. Tel: 202-606-5000; e-mail: info@cns.gov; Web site: http://www.nationalservice.gov
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01