Year 2 Evaluation of the District of Columbia Public Schools Literacy Initiative

• In Event: 14.025 - Continuity and Success? Second- and Third-Year Findings for Three Districts' Approaches to Data-Based Literacy Instruction

Abstract

This presentation will focus on the second-year independent evaluation of the early reading initiative implemented in grades K–3 in five schools in District of Columbia Public Schools (DCPS) in Washington, D.C. The District’s proposal for the initiative includes five components as means to build teacher capacity and raise student achievement:

1) Literacy consultants, serving as coaches to support teachers in planning, implementing instructional practices and integrating technology
2) Maximized time and effective use of the entire 120-minute literacy block
3) Professional development opportunities at the school, as well as in district and national workshops.
4) Educational technology resources, including computers, iPod touches, iPads, and literacy station components.
5) Literacy resources, including leveled readers and digital content

While we will focus on findings from year two (see list below), we will use similar year one data as a point of comparison:

Data Sources 2013-14
*Principal Interviews: 5 interviews, 2x year
*Project Managers Interviews: 1 interviews, 1x year
*Coaches Interviews: 6 interviews, 2x year
*Teacher Surveys: 51 and 61surveys, 2x year
*Teacher Focus Groups: 10 groups, 1x year
*Coach logs: ongoing (~5900 hours)
*DIBELS Achievement Data: All K-3 students, 3x year
*DC Comprehensive Assessment System achievement data: Grades 2 & 3, 1x a year


Interview, focus group and survey data reflect stakeholders’ perceptions about the initiative and the extent to which they are knowledgeable about its components. Frequency data from coach logs describe the dosage and focus of the coaches’ activities. For achievement, in Year 1, the interrupted time series analysis (ITS) of intervention and matched comparison schools showed no significant differences. In the presentation, we will discuss achievement results after the second years, using the DIBELS achievement data for all students and DC CAS data (not yet available in July 2014) for grades 2 and 3.

Preliminary Year 2 implementation findings point to several factors as important for the continued success of the program: (1) early and effective communication is an important factor in ensuring stakeholder buy-in; and (2) integration of the literacy consultants into the management framework of the schools, including as key members of the school leadership team is important in creating a culture of literacy within the schools. These and other lessons learned could potentially expand upon the literature on best practices for the successful implementation of school-based literacy initiatives in urban districts.

Authors

• Zodie Makonnen, American Institutes for Research

• Jonathan Farber, American Institutes for Research

• Myra Thomas, American Institutes for Research

• Feng Liu, American Institutes for Research