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NCLB: Reading First
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Results:  3 Documents

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Reading First: Locally Appreciated, Nationally Troubled (Report - Full)
Author(s): Caitlin Scott
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.
Published: October 31, 2007 Availability:  Full Report  |  Press Release  |  Methodology

Keeping Watch on Reading First (Report - Full)
Author(s): Caitlin Scott
The report highlights findings from CEP’s surveys of state and school district officials and school district case studies regarding the federal Reading First program. CEP found that state and district officials believe that Reading First is having a significant and positive impact on student achievement, and has led to many changes in curriculum, instruction, and assessment. Also significant majorities of state and districts officials surveyed by CEP credit Reading First for student achievement gains.
Published: September 20, 2006 Availability:  Report - PDF 169KB  |  Press Release PDF 101KB

Ensuring Academic Rigor or Inducing Rigor Mortis? (Report - Full)
Author(s): Caitlin Scott, Tom Fagan
Issues to Watch in Reading First - A report showing the impact of the Reading First Act on reading instruction in selected states and school districts.
Published: June 23, 2005 Availability:  PDF

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