Policy and Practice: A Qualitative Investigation of Educator Perspectives of the Colorado Reading to Ensure Academic Development Act

• In Event: Considering Diverse Stakeholders in Large-Scale Education Reform

Abstract

Five years after the passage of legislation intended to support struggling readers, Colorado’s literacy rates improved in some schools but remained stagnant in others. This study used a qualitative research approach to examine the READ Act’s variable implementation through the lens of educators’ experiences. Findings revealed the majority of educators feel unprepared and under-resourced to meet the needs of struggling readers, especially when those students are from a non-English speaking background. Implications of these findings indicate that attempts to use policy as the method for improving outcomes for historically underserved students can only be successful when considering the burden of complying with legislation and the resources necessary for full implementation.

Authors

• Chelsea K. Henkel, Apex Evaluation

• Audrey R Boklage, The University of Texas at Austin