Examination of a Statewide Literacy Initiative: Evaluating General Impacts and Characteristics of Local Education Agencies Who Are Beating the Odds

• In Event: Sunday Roundtable Session 1:15 pm
  In Roundtable Session: What Works for Improving Literacy? Evidence From State Education Agencies and Local Education Agencies (Table 22)

Abstract

This mixed-method study examines 39 LEAs implementation of a state-wide literacy initiative as part of the Striving Readers Comprehensive Literacy program. Quantitative PreK-11th grade literacy achievement data were used to identify districts that were beating-the-odds in relation to a host of contextual (mostly student level) factors. Semi-structured interviews with LEA leadership examined how LEAs described L4GA implementation. Qualitative coding revealed a number of differences between the highest and lowest performing LEAs based upon student literacy data. Top performing LEAs spoke explicitly about reading and writing skills, clearly articulated how they designed professional development and differentiation, and described approaches for connecting standards and curriculum. Findings from this study provide insight into how to support LEAs in implementing literacy focused initiatives.

Authors

• Gary E. Bingham, Georgia State University

• Rihana Shiri Mason, Georgia State University

• Kevin Fortner, Georgia State University

• Rebecca Rohloff, Georgia State University

• Ethan Trinh, Georgia State University

• Kate Caton, Georgia State University