Phonics based reading program shows potential

"Sound Partners (Vadasy et al., 2004) is a phonics-based tutoring program that provides supplemental reading instruction to elementary school students grades K–3 with below average reading skills. The program is designed specifically for use by tutors with minimal training and experience." According to the WWC's examination of 7 studies that met evidence standards (with or without reservation), "Sound Partners was found to have positive effects on alphabetics, fluency, and comprehension and no discernible effects on general reading achievement on beginning readers." A tabular summary of the results is here: http://ies.ed.gov/ncee/wwc/reports/beginning_reading/sound_partners/

Charter Schools: Not better grades, but more satisfied customers

In a well designed study of over 2,100 students in 15 states, children who attended charter schools via lottery selection fare no better than those who were not selected--but their parents were happier. According to the WWC brief, "On average, students admitted to charter middle schools through the lottery scored no differently on math and reading assessments than students not offered admission. These program impacts varied widely across study sites; some had positive outcomes and some had negative outcomes.
The authors also found no significant overall effects on attendance, grade promotion, or student conduct.
When comparing student and parent satisfaction, however, the authors reported consistent statistically significant positive results for students offered a spot in the charter schools." The Quick Report is here: http://ies.ed.gov/ncee/wwc/publications/quickreviews/QRReport.aspx?QRId=160

KIPP Middle Schools show positive results

According to this quick review fromt he What Works clearinghouse, charter schools using the Knowledge is Power Program (KIPP) showed favorable gains in math and reading skills when matched with students in public schools. The brief report is here: http://ies.ed.gov/ncee/wwc/publications/quickreviews/QRReport.aspx?QRId=159

WWC reviews adolescent literacy interventions

What Works Clearinghouse reviewed five adolescent literacy intereventions. Summary findings and links to the reports are below:

Advancement Via Individual Determination (AVID): The WWC reviewed 66 studies that investigated the effects of AVID on adolescent learners. "One study of AVID that falls within the scope of the Adolescent Literacy review protocol meets What Works Clearinghouse (WWC) evidence standards with reservations...AVID was found to have no discernible effects on comprehension for adolescent learners." http://ies.ed.gov/ncee/wwc/reports/adolescent_literacy/avid/

Corrective Reading: A total of 129 studies reviewed by the WWC examined the effects of Corrective Reading on adolescent learners' alphabetics, reading fluency, and comprehension. "One study of Corrective Reading that falls within the scope of the Adolescent Literacy review protocol meets What Works Clearinghouse (WWC) evidence standards...Corrective Reading was found to have no discernible effects on the alphabetics, reading fluency, and comprehension domains for adolescent learners." http://ies.ed.gov/ncee/wwc/reports/adolescent_literacy/corrective_reading/

Reading Plus®: The WWC reviewed 18 studies..."One study of Reading Plus^® that falls within the scope of the Adolescent Literacy review protocol meets What Works Clearinghouse (WWC) evidence standards with reservations...Reading Plus^® was found to have potentially positive effects on comprehension for adolescent learners." http://ies.ed.gov/ncee/wwc/reports/adolescent_literacy/reading_plus/

Reciprocal teaching: The WWC reviewed 164 studies that investigated the effects of reciprocal teaching on adolescent learners.  "Five studies of reciprocal teaching that fall within the scope of the Adolescent Literacy review protocol meet What Works Clearinghouse (WWC) evidence standards, and one study meets WWC evidence standards with reservations...Reciprocal teaching was found to have mixed effects on comprehension for adolescent learners." http://ies.ed.gov/ncee/wwc/reports/adolescent_literacy/rec_teach/

Book clubs:  The WWC identified 284 studies of book clubs for adolescent learners (1989-2009). All studies either fell outside the Adolescent Literacy review protocol or did not meet WWC evidence standards. http://ies.ed.gov/ncee/wwc/reports/adolescent_literacy/book_clubs/

WWC Reviews Study Comparing Two Approaches to Teaching Reading for ELL Students

Overall, the study found that a structured English immersion program was superior in teaching reading skills (as compared to a transitional Spanish to English reading program) to predominantly Spanish language youngsters, particularly at the lower grades (K-1). By grade 4, there were still significant differences on some measures, though others had diminished to statistically non-significant levels. The quick review is here: http://ies.ed.gov/ncee/wwc/publications/quickreviews/QRReport.aspx?QRId=155#go2
The study reported on is:
Slavin, R. E., Madden, N., Calderon, M., Chamberlain, A., & Hennessy, M. (2010). Reading and language outcomes of a five-year randomized evaluation of transitional bilingual education. Baltimore, MD: Johns Hopkins University.
The full report is available from Johns Hopkins University's School of Education website: http://www.bestevidence.org/bilingual.htm

Improvements from Adolescent Literacy Programs not Sustained

Over 6,000 9th grade students who were reading at least two-years below grade level were randomly assigned to receive a year of Reading Enhancement  support (Reading Apprenticeship Academic Literacy and Xtreme Reading programs) or remain in a regular class. Some improvements were seen on standardized reading tests, but 77% of the students were still reading two or more years below grade at the end of the year. Improvements were also seen in general academic performance and credits earned, but these benefits disappeared a year later. The full report is linked here: http://ies.ed.gov/ncee/pubs/20104021/

U. of Washington a case study of declining state support for higher ed

The more successful they are, the less money they get...at least that seems to be the equation at universities that strive to be the research and education leaders in their state. As a two-time alumna of University of Washington graduate programs, this article in the Chronicle (Aug. 29, 2010) caught my attention. It describes the perverse dynamic that makes success in generating grants the legislative rationale for cutting state funding. Several major research universities now receive a larger proportion of their funding from student tuition than state support monies. Overall, state support for higher education has declined significantly in the last 8 years (see chart in article). One noteworthy observation here is that legislatures have a very short-term view of funding; whereas, universities take decades to build momentum--through good hiring and retention of faculty as well as by gradually building reputation and support for research. The response by universities is to seek more private (read corporate) funding.