Performance of District 23 students participating in Scholastic READ 180. [READ 180 vs. business as usual]
White, R., Williams, I., & Haslam, M. B. (2005). Policy Studies Associates. https://www.policystudies.com/s/District-23-READ-180-Report.pdf.
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examining471Students, grades4-8
Practice Guide
Review Details
Reviewed: September 2021
- Practice Guide (findings for READ 180®)
- Quasi-Experimental Design
- Meets WWC standards with reservations because it uses a quasi-experimental design in which the analytic intervention and comparison groups satisfy the baseline equivalence requirement.
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Findings
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
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New York State End-Of-Year Test in English Language Arts: Grade 8 |
READ 180® vs. Business as usual |
0 Days |
Grade 8 proficiency level 2;
|
689.00 |
686.00 |
No |
-- | |
|
CTB/McGraw-Hill Reading Test: Grade 6 |
READ 180® vs. Business as usual |
0 Days |
Grade 6 proficiency level 2;
|
642.00 |
639.00 |
No |
-- |
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
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3% English language learners -
Female: 52%
Male: 48% -
Urban
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New York
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Race Black 85% Other or unknown 15% -
Ethnicity Hispanic 15% Not Hispanic or Latino 85%
Study Details
Setting
The study took place in 16 schools within New York City’s District 23 in Brooklyn.
Study sample
The sample characteristics were provided for the entire sample of students across grade levels and proficiency levels. The proficiency levels created by New York City school officials range from 1 (Below Basic) to 4 (Advanced). These data included students in Levels 3 (Proficient) and 4 (Advanced), which are outside the scope of this protocol; however, the authors did not provide data on just the students included in this review. The majority of the sample was Black (85%) and 15% were Hispanic, while 15% did not specify. Forty-eight percent of the sample was male, 52% of the sample was female, 3% were English language learners, and 90% of the students qualified for free or reduced-price lunch.
Intervention Group
The study examined the effectiveness of a reading intervention for students struggling with reading. The intervention condition involved the implementation of READ 180 over the course of the 2001-2002 school year. READ 180 is a program designed to improve the skills of students in fourth to twelfth grades who are struggling with reading.
Comparison Group
The comparison condition received the schools' usual reading instruction.
Support for implementation
The study did not provide any information about implementation support.
READ 180® Intervention Report - Adolescent Literacy
Review Details
Reviewed: November 2016
- Quasi-Experimental Design
- Meets WWC standards with reservations because it uses a quasi-experimental design in which the analytic intervention and comparison groups satisfy the baseline equivalence requirement.
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Please see the WWC summary of evidence for READ 180®.
Findings
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
New York State Department of Education End-Of-Year Test in English Language Arts (NYSDE/ELA) |
READ 180® vs. Business as usual |
1 Year |
Grade: 8 Lvl 2;
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689.00 |
686.00 |
No |
-- | |
|
CTB/McGraw-Hill Reading Test |
READ 180® vs. Business as usual |
1 Year |
Grade: 6 Lvl 2;
|
642.00 |
639.00 |
No |
-- |
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
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3% English language learners -
Urban
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- B
- A
- C
- D
- E
- F
- G
- I
- H
- J
- K
- L
- P
- M
- N
- O
- Q
- R
- S
- V
- U
- T
- W
- X
- Z
- Y
- a
- h
- i
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- d
- e
- f
- c
- g
- j
- k
- l
- m
- n
- o
- p
- q
- r
- s
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- v
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- w
- y
New York
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Race Black 86% -
Ethnicity Hispanic 27% Not Hispanic or Latino 73%
Study Details
Setting
The study took place in 16 schools in New York City’s District 23 in Brooklyn.
Study sample
Students receiving READ 180® instruction in the 16 participating schools were compared to students within the same schools who had never participated in READ 180®. The full sample of 617 READ 180® students and 4,619 students in the comparison group had similar percentages of African-American students (86% intervention, 84% comparison), Hispanic students (14% intervention, 15% comparison), female students (54% intervention, 51% comparison), students eligible for special education (6% intervention, 11% comparison), and students eligible for free or reduced-price lunch (91% intervention, 90% comparison). Both groups had the same percentages of students who were eligible for EL services (3%) and who were recent immigrants (3%). Main analysis samples were excluded from review because either they were not eligible or they did not meet WWC group design standards. For example, there were no intervention students in the grade 7 analysis sample; therefore, grade 7 students were excluded from this review. Moreover, results of an author query revealed that the samples of students in grades 4, 5, 6, and 8 did not establish baseline equivalence on the analytic sample, either combined or separately by grade. This review is based on the analytic sample which consists of three subgroups of students that were found to be equivalent at baseline: • Grade 6, proficiency level 2 [Basic]: This subgroup consisted of 64 students in the intervention group and 407 in the comparison group. • Grade 8, proficiency level 2 [Basic]: This subgroup consisted of 47 students in the intervention group and 378 in the comparison group. • Grade 8, proficiency level 3 [Proficient]: This subgroup consisted of 10 students in the intervention group and 191 in the comparison.
Intervention Group
The intervention group received READ 180® during the 2001–02 school year.
Comparison Group
The comparison group received business-as-usual instruction in the same schools that served the intervention group during the 2001–02 school year.
Support for implementation
Support for implementation was not described in the report.
An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
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The sample on which the analysis was conducted.
The group to which the intervention group is compared, which may include a different intervention, business as usual, or no services.
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The number of students included in the analysis.
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The mean score of students in the comparison group.
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Study findings for this report.
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and the regulations for ED discretionary grants (EDGAR Part 77).