National Evaluation of Early Reading First

Contractors: Decision Information Resources; Mathematica Policy Research, Inc.; and University of Texas-Houston Health Sciences Center

Background/Research Questions:

Early Reading First is a discretionary grant program under NCLB designed to improve pre-reading and language instruction in early childhood programs. The program, funded at $113 million in FY08, targets funding toward early childhood programs that serve primarily low-income children, including Head Start centers, Title I preschools, Even Start Centers, State Pre-kindergartens, and independent child care centers. The program was designed to improve early reading and language instruction in early childhood programs serving primarily low-income children.

Congress mandated an independent national evaluation. The study examined:

• Do ERF program participants improve their language and literacy outcomes relative to children who are enrolled in non-ERF preschools?
• What social and emotional outcomes do program participants attain relative to children in non-ERF preschools?
• How does language and literacy instructional practice differ between ERF preschools and non-ERF preschools?

Design:

The study used a quasi-experimental design (regression discontinuity) that provides unbiased estimates of program impact. The study focused on a single cohort of ERF applicants that applied for funding in Fiscal Year 2003, and compares child outcomes and literacy instruction between 28 sites that received grants and 37 sites that applied for, but did not receive, ERF funding. Data collection was conducted during the 2004–05 school year, and included individual assessments of four-year-old children's early language and literacy skills; classroom observations; and surveys of preschool directors, preschool teachers, and parents.

Duration: 3.8 years (July 29, 2003–May 28, 2007).

Current Status: The final report was released in June 2007 (see http://ies.ed.gov/ncee/pdf/20074007.pdf).

Key Findings

• Overall, we find that ERF had a statistically significant positive effect on children's print and letter knowledge but no statistically discernable impact on phonological awareness or oral language.
• ERF had a positive impact on the number of hours of professional development that teachers received and on the use of mentoring as a mode of training.
• ERF had a significant impact on many aspects of classroom environments and teacher practices that were major focuses of the program, including language environment of the classroom, book-reading practices, phonological awareness activities, and materials and teaching practices to support print and letter knowledge and writing.