Education

Elementary School Reading (2011-2013)

THE PROBLEM:

KIDS IN ELEMENTRY SCHOOLS ARE NOT READING ON GRADE LEVEL

FACTS ABOUT THE PROBLEM (2011)
  • 72% OF ALL STUDENTS IN FLORIDA PASS THE 3RD GRADE FCAT WITH A 3 OR BETTER
  • OUT OF 142 ELEMENTARY SCHOOLS IN BROWARD COUNTY, 72 OF THEM WERE BELOW THE STATE AVERAGE(SOURCE: WWW.FLDOE.ORG)
  • THAT MEANS THERE WERE MORE THAN 5,069 3RD GRADE STUDENTS IN BROWARD COUNTY SCHOOLS IN THE 3RD GRADE ALONE WHO ARE NOT READING ON GRADE LEVEL
  • 23 SCHOOLS HAVE LESS THAN 55% OF THEIR KIDS PASSING THE FCAT WITH A 3+, AND SOME HAVE AS FEW AS 34% OF KIDS READING AT GRADE LEVEL.

  • WHAT DOES IT COST?
    • 59% OF ALL 1ST YEAR STUDENTS ENTERING FLORIDA COLLEGES REQUIRED REMEDIATION
    • IT COST $129.8 MILLION TO PROVIDE THIS REMEDIATION – THE STATE OF FLORIDA PAID $70 MILLION OF THAT COST – MEANING FLORIDA RESIDENTS PAID FOR THIS EDUCATION TWICE – ONCE WHILE IN K-12 SCHOOLS AND AGAIN IN COLLEGE! (SOURCE: OFFICE OF PROGRAM POLICY ANALYSIS & GOVERNMENT ACCOUNTABILITY; MAY 2007. REPORT NO 07-31. AVAILABLE ONLINE AT: http://www.oppaga.state.fl.us/MonitorDocs/Reports/pdf/0731rpt.pdf

CHARACTERISTICS OF A STRONG READING PROGRAM

According to Stuart Greenberg, executive director of Just Read Florida, successful elementary school curriculum have the following characteristics: 1) Well sequenced and systematic, 2) Explicit instruction, 3) Frequent Assessment of student growth so as they advance they can be given more complex texts, 4) Strong teacher training and support, 5) has documented success in improving reading performance.


Our Solution
  • Research has shown the Direct Instruction (Reading Mastery) program, when implemented properly with adequate training and support for teachers, to be the most effective educational strategy in under performing schools

Supporting Research
Project Follow-Through

(1977) –Conducted by the Department of Education. Over 75,000 low income children in 170 communities were involved in this project designed to evaluate different approaches to educating economically disadvantaged students in K-3. Many of the programs were found to have a negative effect on children’s abilities. Direct Instruction (Reading Mastery) was found to be the most effective (see graph on next page)

The Educators Guide to School Reform.

(1999). A joint project by the American Institute for Research, American Association of School Administrators, the American Federation of Teachers, the National Association of Elementary School Principals, The National Association of Secondary School Principals and the National Education Association. Out of the 24 programs studied – only Direct Instruction and one other program showed strong positive effects on student achievement http://www.eric.ed.gov/PDFS/ED460429.pdf

Article in the Journal of Psychology

(2009). “Taken together, overall results indicate that some reading curricula seem to be associated with higher oral reading fluency scores. Specifically, students in Reading First schools and classrooms using Reading Mastery [Direct Instruction] demonstrated stronger oral reading fluency skills when compared to students in classrooms using other curricula.” (source: Journal of School Psychology 47 (2009) 187–214; Crowe,Connor,andPetscher)

An Analysis of the Reading Mastery Program: Effective Components and Research Review.

(2002) “Reading Mastery [Direct Instruction] results in positive reading andlanguage outcomes for general education students,general education remedial readers, andstudents in special education. Relative toother reading curricula, instruction withReading Mastery [Direct Instruction] appears to be more effective inimproving student reading performance.” https://www.adihome.org/articles/JDI_02_02_03.pdf



Success Stories using Reading Mastery / Direct Instruction> http://www.eric.ed.gov/PDFS/ED469523.pdf
  • Roland Park Elementary School – Baltimore, Maryland (35% economically disadvantaged, 69% minority) – 1st graders went from a mean national percentile in reading of 54.5 to 82.
  • Portland Elementary – Arkansas improved from 38th mean national percentile to just below 60th mean national percentile
  • Similar success stories were found in Fort Worth, Texas; Phoniex, Arizona, Lebanon, Pennsylvania; Chicago, Illinois; Lomita, Califorina

Results
  • BOLD Justice got a commitment from the Superintendent to pilot Direct Instruction in underperforming schools in Broward County.
  • Dillard Elementary School in Fort Lauderdale launched in the Fall 2013 and served around 300 students
  • Direct Instruction is a research based reading curriculum that has been shown to raise the grades of low performing students. It was more than 40 years of research documenting its success