TY - JOUR
T1 - Findings From a Multiyear Scale-Up Effectiveness Trial of Open Court Reading
AU - Vaden-Kiernan, Michael
AU - Borman, Geoffrey
AU - Caverly, Sarah
AU - Bell, Nance
AU - Sullivan, Kate
AU - Ruiz de Castilla, Veronica
AU - Fleming, Grace
AU - Rodriguez, Debra
AU - Henry, Chad
AU - Long, Tracy
AU - Hughes Jones, Debra
N1 - Funding Information:
The research reported in this paper was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A090150 to Southwest Educational Development Corporation, an affiliate of American Institutes for Research. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
Publisher Copyright:
© 2018 Taylor & Francis Group, LLC.
PY - 2018/1/2
Y1 - 2018/1/2
N2 - This multiyear scale-up effectiveness study of Open Court Reading (OCR) involved approximately 4,500 students and more than 1,000 teachers per year in Grades K–5 from 49 elementary schools in seven districts across the country. Using a school-level cluster randomized trial design, we assessed the implementation and effectiveness of Open Court Reading over two years. Implementation study results demonstrated adequate to high levels of fidelity across the treatment schools. Intent-to-treat analyses revealed no statistically significant main effects on students’ reading performance in Year 1 and a small negative effect (d = –.09) in Year 2. There were positive impacts for particular subgroups, including kindergarten (d =.12) and Hispanic (d =.10) students in the first year. However, there were negative impacts for first grade (d = –.13), females (d = –.11), students who were not eligible for free or reduced-price lunch (d = –.19), and non-English language learners (d = –.10) in the second year of the study. Thus, relative to the “business-as-usual” reading curricula, no positive overall impacts of OCR and mixed impacts for student subgroups were found.
AB - This multiyear scale-up effectiveness study of Open Court Reading (OCR) involved approximately 4,500 students and more than 1,000 teachers per year in Grades K–5 from 49 elementary schools in seven districts across the country. Using a school-level cluster randomized trial design, we assessed the implementation and effectiveness of Open Court Reading over two years. Implementation study results demonstrated adequate to high levels of fidelity across the treatment schools. Intent-to-treat analyses revealed no statistically significant main effects on students’ reading performance in Year 1 and a small negative effect (d = –.09) in Year 2. There were positive impacts for particular subgroups, including kindergarten (d =.12) and Hispanic (d =.10) students in the first year. However, there were negative impacts for first grade (d = –.13), females (d = –.11), students who were not eligible for free or reduced-price lunch (d = –.19), and non-English language learners (d = –.10) in the second year of the study. Thus, relative to the “business-as-usual” reading curricula, no positive overall impacts of OCR and mixed impacts for student subgroups were found.
KW - Open Court Reading (OCR)
KW - cluster randomized trial
KW - reading curriculum
KW - reading performance
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U2 - 10.1080/19345747.2017.1342886
DO - 10.1080/19345747.2017.1342886
M3 - Article
AN - SCOPUS:85026246202
SN - 1934-5747
VL - 11
SP - 109
EP - 132
JO - Journal of Research on Educational Effectiveness
JF - Journal of Research on Educational Effectiveness
IS - 1
ER -