The K–3 Reading/Writing Improvement Sector: An Ecological Perspective on School Improvement in New York City

• In Event: Roundtable Session 1
  In Roundtable Session: Diverse Perspectives on School and District Improvement

Abstract

The term “Reading/Writing Improvement Sector” refers to the collection of programs offered by external support organizations working with schools to improve reading/writing performance and outcomes. This study identified and analyzed K-3 reading/writing programs working with New York City public schools to better understand the breadth and scope of their support from an ecological perspective, yielding an assessment of the current capacity of the programs at work in this sector. In this paper, we will discuss our method in defining the Sector, and various programs’ goals and characteristics. Findings include an overview of the types of organizations, program services, and literacy foci of the 112 programs identified in the NYC Reading/Writing Improvement Sector.

Authors

• Daniel E. Ferguson, Teachers College, Columbia University

• Alyson Rumberger, National Center for Restructuring Education, Schools, and Teaching

• Meesuk Ahn, Teachers College, Columbia University

• Thomas C. Hatch, Teachers College, Columbia University