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Year 3 Summary of The Memphis Striving Readers Project (MSRP)

Year 3 Summary of The Memphis Striving Readers Project (MSRP). Presented by Research for Better Schools Striving Readers Annual Meeting March 22 – 23, 2010 Washington DC. Motivation behind MSRP. MSRP: Y3 Research Objectives. To determine:

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Year 3 Summary of The Memphis Striving Readers Project (MSRP)

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  1. Year 3 Summary ofThe Memphis Striving Readers Project (MSRP) Presented by Research for Better Schools Striving Readers Annual Meeting March 22 – 23, 2010 Washington DC

  2. Motivation behind MSRP

  3. MSRP: Y3 Research Objectives To determine: • The separate and combined effects of MCLA and READ 180 (targeted intervention) on students’ reading achievement, especially struggling readers • The separate and combined effects of MCLA and READ 180 on students’ achievement in core subjects, especially struggling readers

  4. Design for Estimating Impact of the Targeted Intervention • READ 180 Enterprise Edition (Scholastic, Inc.) • 90 minute instructional model • Used in addition to regular ELA instruction • Intended as a 2-year intervention • Random assignment of struggling readers from eligible pool (bottom quartile on TCAP/Reading) • 2-level HLM used to estimate impact on 7 DVs • ITBS – Total Reading, Vocabulary, Comprehension • TCAP – Math, Science, Soc. St., ELA

  5. Other Variables Included in Analytic Models Data source: ITBS and TCAP, 2006, 2007, and 2008 IV = READ 180 participation (Yes = 1; No = 0) Covariates

  6. Comparability of Y3 ITT Groups, Grade 6 (N = 497)

  7. Baseline Comparability on Achievement Measures

  8. Comparability of Y3 ITT Groups - Grade 7 “Stayers” and “Leavers” (N=615)

  9. Comparability of Y3 ITT Groups - Grade 7 “Stayers” (N = 475)

  10. Comparability of Y3 ITT Groups - Grade 7 “Leavers” (N = 140)

  11. Baseline Comparability on Achievement Measures

  12. Comparability of Y3 ITT Groups - Grade 8 “Stayers” and “Leavers” (N= 419)

  13. Comparability of Y3 ITT Groups - Grade 8 “Stayers” (N = 311)

  14. Comparability of Y3 ITT Groups - Grade 8 “Leavers” (N = 108)

  15. Baseline Comparability on Achievement Measures

  16. Counterfactual AnalysesSupplementalReading and ELA Instruction • Communication • Comprehensive Reading • Content Area Reading • Creative Writing • English Skills • Failure-Free Reading Lab • Language Arts Lab • Reading (90 days) • Reading (180 days) • Tutorial English • Word Bldg (180 days) • Word Bldg (90 days) • Word Study Skills • Writing

  17. Year 3 ITT Results

  18. Actual Year 3 Costs of READ 180 in Striving Readers Schools

  19. READ 180 Classes Rated “Adequate”(N = 19)

  20. Year 3 Barriers to Implementation N=13

  21. Bloom’s TOT Adjustment Estimate Local Average Treatment Effect (LATE) as difference between treatment and control group means ÷ difference in compliance rates for each group LATE =

  22. Impacts on Students of the Whole School Model Memphis Content Literacy Academy (MCLA)

  23. Design Considerations for Estimating Y3 Impact of MCLA • MCLA is designed as an intensive 2-year PD model • In Y3, 2nd cohort (former control schools) have completed half of the MCLA program (refined) • Compared cohort 2 schools’ student data from Y1 with Y3 to estimate effects of being taught by teachers before (Y1) and after (Y3) one year of MCLA • 2-level HLM used to estimate impact on 7 DVs • ITBS – Total Reading, Vocabulary, Comprehension • TCAP – Math, Science, Soc. St., ELA

  24. Covariates Included in Analytic Models Data source: ITBS and TCAP, 2006, 2007, and 2008

  25. Number of Students Enrolled in the Four Cohort 2 Schools by Year and Grade Data source: MCS enrollment files, 2006 and 2008

  26. Year 3 vs. Year 1 Immediate “Impact” of MCLA in Cohort 2 Schools on Spring 2009 Scores Data source: ITBS and TCAP, 2006–2009

  27. Schoolwide MCLA Participation and Implementation Rankings, Year 3

  28. Other Analyses Underway: READ 180 • IRR Study of RBS’ READ 180 Observation Protocol • Analyses using Y3 counterfactual data • Time variable related to exposure to ELA-type instruction • Use of PSM to reduce bias of impact estimates • Y3 relationships among SRI and DVs (ITBS & TCAP) • Using SRI data from all 8th grade students in SR schools, not just struggling readers eligible for READ 180

  29. Other Analyses: MCLA • Analysis of coach and teacher data to explore: • How much time coaches devote to various types of activities • Teacher perceptions of benefits from working with a coach • Whether working with a coach increases teachers’ use of SBRR • Relationships between coaching support & student achievement (completed) • Use of Innovation Configuration (IC) Mapping to: • Operationally define key MCLA clusters/components • Describe/rate practices of low, medium, and high FOI teachers • Establish empirical links between key components & outcomes (ongoing)

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