Center on Education Policy Newsletter
Author(s): Caitlin Scott
Published: October 31, 2007
Despite problems with the federal administration of the Reading First program, this CEP report finds that the program is widely credited by state and local officials for lifting the achievement of students who receive Reading First services. Overall, more than three-fourths of states and two-thirds of districts with Reading First grants reported that the program’s assessment and instructional programs were important causes of gains in student achievement. Further, the report finds that Reading First’s impact is felt far beyond the participating schools, with more than half of Reading First districts using elements of Reading First in non-Reading-First schools and in the upper grades. Similarly, states reported that more than 3,000 non-Reading-First districts participated in state-led Reading First professional development.
Full Report (PDF format, 546 KB)
Methodology (PDF format, 254 KB)
Press Release (PDF format, 44.4 KB)