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Research and Evaluation
Kola Sunmonu, PhD.
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Last modified: 8/24/2017 12:55:13 PM
Research and Evaluation
Publications
Targeted Instructional Support Initiative in Elementary Schools - Third Year Follow-up Impact Evaluation 

Berhane B. Araia, Ph.D.

  Abstract 

This report presents findings from the impact evaluation of the third year (SY2016) implementation of the Targeted Instructional Support Initiative in Elementary Schools (TISI-ES), a program that aims to improve the reading skills of second grade students by improving the teaching skills of second grade teachers. On the average, schools participating in TISI-ES experienced a decline of 4.1 percentage points in second-grade reading proficiency from SY2015 to SY2016, a rate that is not statistically significantly different from the 2.8 percentage point decline experienced by the comparison schools. For all PGCPS elementary schools, the average decline in reading proficiency from SY2015 to SY2016 was 3.0 percentage points. Further analysis at the classroom-level demonstrated that the SY2016 reading proficiency rates for TISI-ES participants’ classrooms was 54.6 percent compared to 55.9 percent for comparison classrooms, a difference of 1.3 percentage points that was not statistically significant. Thus, there was no reading achievement deficit for classrooms taught by TISI-ES teachers when compared to classrooms of teachers in the comparison group. The reading achievement deficit for TISI-ES participants’ classrooms was 7.3 percentage points in SY2014 and 4.3 percentage points in SY2015. The three year trend shows that TISI-ES schools achieved year-over-year reading proficiency growth rates at higher levels than they would have in the absence of the program in SY2014 and SY2015 but not in SY2016. In SY2016, TISI-ES schools’ average reading proficiency rate declined at the same rate as other non-participating schools. In its third year of implementation, TISI-ES did not demonstrate the same degree of effectiveness (as measured by growth in reading proficiency) it had in the first two years of implementation. The findings suggest that a reconsideration of the intervention’s implementation model, in terms of the schools to be supported and the duration of the support, is needed. 
 
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