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National Assessment of Title I - Final Report

NCEE 2008-4012
June 2008


Exhibit 14.  Impacts on PSSA Reading and Math Scores for 3rd and 5th Grade Cohorts Late March/Early April of the Intervention Year
 
  All Interventions     World-level Interventions     Failure Free
Reading
  Spell Read   Wilson Reading     Corrective
Reading
 
Grade 3 Cohort ABCD
Impact
    BCD
Impact
    A
Impact
  B
Impact
  C
Impact
    D
Impact
 
PSSA Reading  -15.6     -3.8     -51.1 * -39.9   52.5     -23.8  
PSSA Math  20.2     14.2     38.4   -15.5   56.6 *   1.4  
Sample Size  329     240     89   92   71     77  
  All Interventions     World-level Interventions     Failure Free
Reading
  Spell Read   Wilson Reading     Corrective
Reading
 
Grade 5 Cohort ABCD
Impact
    BCD
Impact
    A
Impact
  B
Impact
  C
Impact
    D
Impact
 
PSSA Reading  -27.3 *   -25.3     -33.4 * -30.0   -23.8     -22.1  
PSSA Math  -28.8 * # -34.0 * # -13.4   -20.1   -56.4 * # -25.4 *
Sample Size  408     280     128   102   92     86  
NOTE: The Failure Free, Spell Read, Wilson Reading, and Corrective Reading interventions are labeled A, B, C, and D, respectively. These labels are arbitrary and not related to performance. ABCD is the label for the four interventions combined and BCD is the label for the three word-level intervention combined.
NOTE: According to the first row of estimates, students in the third-grade cohort assigned to the Failure Free Reading intervention achieved a standardized score on the PSSA Reading test that was 51.1 points lower than the average score achieved by the students in the control group, a statistically significant difference, as indicated by the asterisk. The average standardized score for students participating in any intervention was 15.6 points lower than the average score for students assigned to a control group, a difference that is not statistically significant.
* Impact is statistically significant at the 0.05 level.
# Impact is statistically different from the 3rd grade cohort impact at the 0.05 level.