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Project MORE Evaluation Results 2001-2006

Project MORE Evaluation Results 2001-2006. Independent Evaluation conducted from 2001-to present by Center for Evaluation Services at Bowling Green State University Consistent Causal Comparative Results at the Statistically Significant Level (.05) over six years.

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Project MORE Evaluation Results 2001-2006

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  1. Project MORE Evaluation Results 2001-2006 • Independent Evaluation conducted from 2001-to present by Center for Evaluation Services at Bowling Green State University • Consistent Causal Comparative Results at the Statistically Significant Level (.05) over six years. • Evaluation Results to be published in Education and Training in Developmental Disabilities (December, 2007) to qualify as Scientifically-Based Research.

  2. Over the 6 year period, the evaluation has established Project MORE students have significant reading gains that many times are month-for-month. Overall, Project MORE students outperformed the control students in the numerous comparisons on both informal and standardized assessments. Over the course of five years, there were no analyses in which the control group outperformed Project MORE students at a statistically significant level. Project MORE Evaluation to be published in Education and Training in Developmental Disabilities (December, 2007) CES will complete a full-year Regression Discontinuity Evaluation Piloting an Implementation Integrity Checklist for Reading-tutors program in 2007-2008 2006-2007 Project MORE Evaluation Results available November 2007. Overall Project MORE Results and New Directions

  3. First, CES looked at Project MORE reading gains with BGSU Informal Reading Assessment and the STAR Reading Assessment • Results: Students with specific learning disabilities, cognitive disabilities, emotional disturbances, and Title 1 students had statistically significant gains, and in many cases there were month-for-month reading gains. • Project MORE students with disabilities and students receiving Title 1 services were compared to similar students based on the State of Ohio’s Similar District Software. Both the Project MORE students and the control students were receiving either Title 1 or special education prescribed services. However, Project MORE students received HOSTS as or in addition to their prescribed Title 1 or special education services. Results are presented below. Project MORE Results (2001-2002)

  4. First, CES looked at Project MORE reading gains with BGSU Informal Reading Assessment, the STAR Reading Assessment, and the Woodcock-Johnson Reading Achievement Assessment • Results: Students with specific learning disabilities, cognitive disabilities, emotional disturbances, and Title 1 students had statistically significant gains, and in many cases there were month-for-month reading gains on the STAR. • Project MORE students with disabilities and students receiving Title 1 services were compared to similar students based on the State of Ohio’s Similar District Software. Both the Project MORE students and the control students were receiving either Title 1 or special education prescribed services. However, Project MORE students received HOSTS as or in addition to their prescribed Title 1 or special education services. The Woodcock-Johnson Reading Achievement battery was piloted with 2 groups for the 2002-2003 school year. Results are presented below. Project MORE Results (2002-2003)

  5. First, CES looked at Project MORE reading gains with BGSU Informal Reading Assessment and the Woodcock-Johnson Reading Achievement Assessment • Results: Students with specific learning disabilities, cognitive disabilities, and Title 1 students had statistically significant gains, and in many cases there were month-for-month reading gains. • Project MORE students with disabilities and students receiving Title 1 services were compared to similar students based on the State of Ohio’s Similar District Software. Both the Project MORE students and the control students were receiving either Title 1 or special education prescribed services. However, Project MORE students received HOSTS as or in addition to their prescribed Title 1 or special education services. Results are presented below. Project MORE Results (2003-2004)

  6. Examined two Project MORE mentoring programs: HOSTS (established) v. Reading-tutors (pilot) v. control students • Students in HOSTS and Reading-tutors had similar reading gains although as expected the established program had a few more significant gains • Results: Students with specific learning disabilities, cognitive disabilities, and Title 1 students had statistically significant gains, and in many cases there were month-for-month reading gains. • Project MORE students with disabilities and students receiving Title 1 services were compared to similar students based on the State of Ohio’s Similar District Software. Both the Project MORE students and the control students were receiving either Title 1 or special education prescribed services. However, Project MORE students received HOSTS as or in addition to their prescribed Title 1 or special education services. Results are presented below. Project MORE Results (2004-2005)

  7. Examined two Project MORE mentoring programs: HOSTS (established) v. Reading-tutors (pilot) v. control students • Students in HOSTS and Reading-tutors had similar reading gains although as expected the established program had a few more significant gains • Results: Students with specific learning disabilities, cognitive disabilities, and Title 1 students had statistically significant gains, and in many cases there were month-for-month reading gains. • Project MORE students with disabilities and students receiving Title 1 services were compared to similar students based on the State of Ohio’s Similar District Software. Both the Project MORE students and the control students were receiving either Title 1 or special education prescribed services. However, Project MORE students received HOSTS or Readng-tutors as or in addition to their prescribed Title 1 or special education services. Results are presented below. Project MORE Results (2004-2005)

  8. Examined two Project MORE mentoring programs: HOSTS v. Reading-tutors v. control students in only 3 groups of students 2nd and 3rd grade students with specific learning disabilities and 3rd grade students receiving Title 1 services. • Students in HOSTS and Reading-tutors had similar reading gains although Reading-tutors program had a few more significant gains • Results: Students with specific learning disabilities and Title 1 students had statistically significant gains, and in many cases there were month-for-month reading gains. • Project MORE students with disabilities and students receiving Title 1 services were compared to similar students based on the State of Ohio’s Similar District Software. Both the Project MORE students and the control students were receiving either Title 1 or special education prescribed services. However, Project MORE students received HOSTS or Reading-tutors as or in addition to their prescribed Title 1 or special education services. Results are presented below. Project MORE Results (2005-2006)

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