Exhibit ES-4. Estimated Impacts on Reading Comprehension and Minutes in the Five Dimensions, by Implementation Year, Calendar Year, and Award Status
| Implementation Year | ||||||
|---|---|---|---|---|---|---|
| Year 1 | Year 2 | Year 3 | ||||
| Impact | (p-value) | Impact | (p-value) | Impact | (p-value) | |
| Panel 1 | ||||||
| Late Award Sites | 2005 | 2006 | 2007 | |||
| Grade 1 | ||||||
| Percent reading at or above grade level (%) | 6.3 | (0.077) | 9.4* | (0.024) | N/A | N/A |
| Instruction in five dimensions (minutes) | 11.51* | (0.001) | 12.03* | (0.004) | N/A | N/A |
| Grade 2 | ||||||
| Percent reading at or above grade level (%) | 6.3* | (0.028) | 5.7 | (0.155) | N/A | N/A |
| Instruction in five dimensions (minutes) | 14.84* | (<0.001) | 16.11* | (<0.001) | N/A | N/A |
| Grade 3 | ||||||
| Percent reading at or above grade level (%) | 1.7 | (0.537) | 4.2 | (0.269) | N/A | N/A |
| Instruction in five dimensions (minutes) | N/A | N/A | N/A | N/A | N/A | N/A |
| Panel 2 | ||||||
| Early Award Sites | 2004 | 2005 | 2006 | |||
| Grade 1 | ||||||
| Percent reading at or above grade level (%) | N/A | N/A | -2.6 | (0.708) | -1.9 | (0.751) |
| Instruction in five dimensions (minutes) | N/A | N/A | 5.49 | (0.376) | 4.16 | (0.457) |
| Grade 2 | ||||||
| Percent reading at or above grade level (%) | N/A | N/A | -8.2 | (0.163) | -6.8 | (0.303) |
| Instruction in five dimensions (minutes) | N/A | N/A | 10.93 | (0.083) | 4.56 | (0.410) |
| Grade 3 | ||||||
| Percent reading at or above grade level (%) | N/A | N/A | -9.9 | (0.110) | -7.7 | (0.225) |
| Instruction in five dimensions (minutes) | N/A | N/A | N/A | N/A | N/A | N/A |
| Notes: The complete RF study sample includes 248 schools from 18 sites (17 school districts and 1 state) located in 13 states. 125 schools are Reading First schools and 123 are non-Reading First schools. For grade 2, one non-RF school could not be included in the analysis because test score data were not available. |
||||||
| Implementation year represents the number of years since sites received notice of their Reading First grants. For early award sites, this occurred in 2003, and Years 1, 2, and 3 refer to the 2003-2004, 2004-2005, and 2005-2006 school years, respectively. For late award sites, notification of funding occurred in 2004, and Years 1 and 2 refer to the 2004-2005 and 2005-2006 school years, respectively (data are available for the 2004-2005 and 2005-2006 school years only). Impact estimates are statistically adjusted (e.g., take each school's rating, site-specific funding cut-point, and other covariates into account) to reflect the regression discontinuity design of the study. A two-tailed test of significance was used, and where applicable, statistically significant findings at the p<.05 level are indicated by *. EXHIBIT READS: The impact of Reading First on the percent of students reading at or above grade level in grade one, for late award sites, in implementation Year 1 and Calendar Year 2005, was 6.3 percentage points, which was not statistically significant at the p<.05 level (p=.077). Sources: RFIS SAT 10 administration in the spring of 2005 and 2006, as well as from state/district education agencies in those sites that already use the SAT 10 for their standardized testing (i.e., FL, KS, MD, OR); and RFIS Instructional Practice in Reading Inventory, spring 2005, fall 2005, and spring 2006. |
||||||