WWC review of this study

The Enhanced Reading Opportunities study final report: The impact of supplemental literacy courses for struggling ninth-grade readers [Analysis of Xtreme Reading] (NCEE 2010-4021).

Somers, M. A., Corrin, W., Sepanik, S., Salinger, T., Levin, J., & Zmach, C. (2010). Washington, DC: National Center for Education Evaluation and Regional Assistance. . Retrieved from: https://eric.ed.gov/?id=ED511811

  • Randomized Controlled Trial
     examining 
    2,587
     Students
    , grade
    9

Reviewed: December 2020



Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Study sample characteristics were not reported.

Reviewed: February 2016

Meets WWC standards without reservations


Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Study sample characteristics were not reported.

Reviewed: November 2012

No statistically significant positive
findings
Meets WWC standards without reservations
Academic achievement outcomes—Statistically significant negative effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

State test scores math

Xtreme Reading vs. Business as usual

End of Program Year

Complete sample;
1,405 students

0.07

-0.01

No

--
More Outcomes

Credit Accumulation Overall

Xtreme Reading vs. Business as usual

End of Program Year

Complete sample;
2,587 students

22.30

21.80

No

--

Credit Accumulation Social Studies

Xtreme Reading vs. Business as usual

End of Program Year

Complete sample;
2,587 students

21.20

20.40

No

--

Credit Accumulation Science

Xtreme Reading vs. Business as usual

End of Program Year

Complete sample;
2,587 students

24.80

24.10

No

--

Credit Accumulation Overall

Xtreme Reading vs. Business as usual

End of Follow-Up Year

Complete sample;
2,224 students

46.20

45.50

No

--

Credit Accumulation Social Studies

Xtreme Reading vs. Business as usual

End of Follow-Up Year

Complete sample;
2,224 students

44.10

42.90

No

--

Credit Accumulation Science

Xtreme Reading vs. Business as usual

End of Follow-Up Year

Complete sample;
2,224 students

50.60

49.10

No

--

Attendance rate

Xtreme Reading vs. Business as usual

End of Follow-Up Year

Complete sample;
2,188 students

91.90

91.10

No

--

Ever Suspended

Xtreme Reading vs. Business as usual

End of Follow-Up Year

Complete sample;
1,920 students

32.70

31.90

No

--

Credit Accumulation Math

Xtreme Reading vs. Business as usual

End of Program Year

Complete sample;
2,587 students

22.80

22.60

No

--

State test scores Social Studies

Xtreme Reading vs. Business as usual

End of Program Year

Complete sample;
505 students

0.05

0.06

No

--

Attendance rate

Xtreme Reading vs. Business as usual

End of Program Year

Complete sample;
2,573 students

94.10

94.00

No

--

State test scores Science

Xtreme Reading vs. Business as usual

End of Follow-Up Year

Complete sample;
1,392 students

-0.06

-0.04

No

--

State test scores Science

Xtreme Reading vs. Business as usual

End of Program Year

Complete sample;
1,197 students

0.10

0.13

No

--

Credit Accumulation Math

Xtreme Reading vs. Business as usual

End of Follow-Up Year

Complete sample;
2,224 students

47.20

47.70

No

--

State test scores math

Xtreme Reading vs. Business as usual

End of Follow-Up Year

Complete sample;
1,311 students

-0.02

0.04

No

--

State test scores Social Studies

Xtreme Reading vs. Business as usual

End of Follow-Up Year

Complete sample;
1,148 students

-0.12

0.01

No

--

Ever Suspended

Xtreme Reading vs. Business as usual

End of Program Year

Complete sample;
2,251 students

33.20

34.00

No

--
Literacy Achievement outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

State test scores English Language Arts (ELA)

Xtreme Reading vs. Business as usual

End of Program Year

Complete sample;
1,191 students

0.10

0.03

No

--
More Outcomes

Credit Accumulation English Language Arts (ELA)

Xtreme Reading vs. Business as usual

End of Program Year

Complete sample;
2,587 students

21.50

21.00

No

--

Credit Accumulation English Language Arts (ELA)

Xtreme Reading vs. Business as usual

End of Follow-Up Year

Complete sample;
2,224 students

44.80

43.60

No

--

State test scores English Language Arts (ELA)

Xtreme Reading vs. Business as usual

End of Follow-Up Year

Complete sample;
1,268 students

0.00

0.00

No

--


Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Characteristics of study sample as reported by study author.


  • Female: 49%
    Male: 51%

  • Urban
  • Race
    Black
    47%
    White
    16%
  • Ethnicity
    Hispanic    
    31%
    Not Hispanic or Latino    
    69%

Reviewed: November 2012

No statistically significant positive
findings
Meets WWC standards without reservations
Academic achievement outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

State test scores Social Studies

Reading Apprenticeship Academic Literacy (RAAL) vs. Business as usual

End of Program Year

Complete sample;
447 students

0.10

-0.06

No

--
More Outcomes

State test scores Science

Reading Apprenticeship Academic Literacy (RAAL) vs. Business as usual

End of Program Year

Complete sample;
1,151 students

0.05

-0.10

No

--

Credit Accumulation Math

Reading Apprenticeship Academic Literacy (RAAL) vs. Business as usual

End of Program Year

Complete sample;
2,563 students

21.90

20.70

No

--

Credit Accumulation Overall

Reading Apprenticeship Academic Literacy (RAAL) vs. Business as usual

End of Program Year

Complete sample;
2,563 students

20.50

19.90

No

--

Credit Accumulation Science

Reading Apprenticeship Academic Literacy (RAAL) vs. Business as usual

End of Program Year

Complete sample;
2,563 students

22.00

21.20

No

--

State test scores math

Reading Apprenticeship Academic Literacy (RAAL) vs. Business as usual

End of Program Year

Complete sample;
1,263 students

0.09

0.04

No

--

Attendance rate

Reading Apprenticeship Academic Literacy (RAAL) vs. Business as usual

End of Program Year

Complete sample;
2,528 students

92.90

92.30

No

--

Credit Accumulation Science

Reading Apprenticeship Academic Literacy (RAAL) vs. Business as usual

End of Follow-Up Year

Complete sample;
2,212 students

45.80

44.60

No

--

State test scores Social Studies

Reading Apprenticeship Academic Literacy (RAAL) vs. Business as usual

End of Program Year

Complete sample;
1,089 students

0.05

-0.01

No

--

Credit Accumulation Overall

Reading Apprenticeship Academic Literacy (RAAL) vs. Business as usual

End of Follow-Up Year

Complete sample;
2,212 students

42.60

42.10

No

--

Attendance rate

Reading Apprenticeship Academic Literacy (RAAL) vs. Business as usual

End of Program Year

Complete sample;
2,346 students

90.50

90.20

No

--

Credit Accumulation Social Studies

Reading Apprenticeship Academic Literacy (RAAL) vs. Business as usual

End of Program Year

Complete sample;
2,563 students

20.60

20.60

No

--

Credit Accumulation Social Studies

Reading Apprenticeship Academic Literacy (RAAL) vs. Business as usual

End of Follow-Up Year

Complete sample;
2,212 students

42.30

42.50

No

--

Credit Accumulation Math

Reading Apprenticeship Academic Literacy (RAAL) vs. Business as usual

End of Follow-Up Year

Complete sample;
2,212 students

43.90

43.50

No

--

State test scores Science

Reading Apprenticeship Academic Literacy (RAAL) vs. Business as usual

End of Program Year

Complete sample;
1,269 students

0.06

0.07

No

--

Ever Suspended

Reading Apprenticeship Academic Literacy (RAAL) vs. Business as usual

End of Program Year

Complete sample;
2,160 students

30.80

32.40

No

--

State test scores math

Reading Apprenticeship Academic Literacy (RAAL) vs. Business as usual

End of Program Year

Complete sample;
1,226 students

-0.04

-0.01

No

--

Ever Suspended

Reading Apprenticeship Academic Literacy (RAAL) vs. Business as usual

End of Program Year

Complete sample;
2,016 students

31.70

35.90

No

--
Literacy Achievement outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

State test scores English Language Arts (ELA)

Reading Apprenticeship Academic Literacy (RAAL) vs. Business as usual

End of Program Year

Complete sample;
1,053 students

0.13

-0.02

No

--
More Outcomes

Credit Accumulation English Language Arts (ELA)

Reading Apprenticeship Academic Literacy (RAAL) vs. Business as usual

End of Program Year

Complete sample;
2,563 students

18.80

18.10

No

--

Credit Accumulation English Language Arts (ELA)

Reading Apprenticeship Academic Literacy (RAAL) vs. Business as usual

End of Follow-Up Year

Complete sample;
2,212 students

40.20

39.50

No

--

State test scores English Language Arts (ELA)

Reading Apprenticeship Academic Literacy (RAAL) vs. Business as usual

End of Program Year

Complete sample;
1,140 students

0.00

-0.03

No

--


Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Characteristics of study sample as reported by study author.


  • Female: 49%
    Male: 51%

  • Urban
  • Race
    Black
    47%
    White
    16%
  • Ethnicity
    Hispanic    
    31%
    Not Hispanic or Latino    
    69%
 

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This download will include data files for study and findings review data and a data dictionary.

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