An Evaluation of a Community-School Partnership to Implement a Reading Intervention Program

• In Event: Evaluations of Elementary Literacy Programs

Abstract

Reading education experts agree that struggling students need supplemental intervention support. Yet implementing educational intervention programs is logistically complex. The current study leveraged a researcher-district partnership to evaluate outcomes from a year-long quasi-experimental trial of a community-school intervention program that provided schools full-time reading interventionists. Participants included 198 students from 12 schools in a North Dakota school district. Results showed the intervention program had a significant impact on distal outcomes for second and third grade students, but similar results were not observed among kindergarten and first grade students. The contribution of the current evaluation—and similar evaluation partnerships—to local district decision-making and ongoing improvement efforts will be discussed.

Authors

• Peter Nelson, ServeMinnesota

• David Parker, ServeMinnesota

• Patrick Kaiser, ServeMinnesota