Read All About It: Examining the Effectiveness of a Reading Curriculum Among Black Elementary Students

• 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

To challenge deficit-oriented narratives about Black students’ academic achievement, this study aims to center their experiences using a collaborative research approach to evaluate the efficacy of an evidence-based reading curriculum. Multiple stakeholders (curriculum provider, district administrator, and third-party program evaluator) provide their perspectives on the research findings with a focus on the implications for increasing equity and access. Data from two school years (2021-23) and 1,117 students (grades 1-3) from 13 schools in one urban charter school network in the eastern US were analyzed. Results suggest that teachers use of the evidence-based reading curriculum increased students’ reading scores and stemmed the “summer slide”. Both findings provide a powerful counter-narrative about the possibilities for accelerating reading achievement among Black students.

Authors

• Alexandra A Lee, Instructure

• Amy E. Vanden Boogart, Really Great Reading

• Elizabeth Striebel, KIPP DC

• Phaedra Boyd, KIPP DC