THE FOLLOWING RESOURCES SUPPORT THE EVALUATIONOF STRIVING READERS PROJECTS:
The Institute of Education Sciences, What Works Clearinghouse (WWC) provides resources on identifying, implementing, and evaluating research-based education programs, including:
- Identifying and Implementing Educational Practices Supported by Rigorous Evidence: A User Friendly Guide (December 2003)
- Random Assignment in Program Evaluation and Intervention Research: Questions and Answers (June 2003)
- How to Solicit Rigorous Evaluations of Mathematics and Science Partnership (MSP) Projects: A User-Friendly Guide for MSP State Coordinators (May 2005)
MS Word (129K)
In addition, the WWC website offers a registry of individuals and organizations who have self-identified themselves to be available as third party evaluators. Applicants may use this registry or seek other third-party evaluators to assist them in designing evaluations that meet the requirements in the grant solicitation.
The WWC Help Desk offers practical, easy-to-use tools to advance rigorous evaluations of education interventions.
The following websites include research, reports, articles, and information on reading and adolescent literacy:
The What Works Clearinghouse published an IES Practice Guide in 2008 titled Improving Adolescent Literacy: Effective Classroom and Intervention Practices. The guide presents specific and coherent evidence-based recommendations that educators can use to improve literacy levels among adolescents in upper elementary, middle, and high schools. The What Works Clearinghouse site also includes a rating of research on adolescent literacy interventions.
Carnegie Corporation of New York’s Advancing Literacy
The Advancing Literacy subprogram of Carnegie’s National Program was created in 2003 after an extensive review revealed that the education community faces a difficult challenge in enabling all middle and high school students to attain proficiency in reading and writing. The Advancing Literacy program was charged with the daunting task of advancing literacy by affecting policy, practice and research. In 2009 the Council on Advancing Literacy authored Time to Act; Reading in the Disciplines: The Challenges of Adolescent Literacy; Adolescent Literacy Development in Out of School Time: A Practitioner’s Guide; Measure for Measure: A Critical Consumer’s Guide to Reading Comprehension Assessments for Adolescents; Adolescent Literacy Programs: Costs of Implementation; and Adolescent Literacy and Textbooks: An Annotated Bibliography.
The National Institute for Literacy's activities to strengthen literacy are authorized under the Adult Education and Family Literacy Act (AEFLA) in the Workforce Investment Act and the No Child Left Behind Act (NCLB). The AEFLA directs the Institute to provide national leadership regarding literacy, coordinate literacy services and policy, and serve as a national resource for adult education and literacy programs. The NCLB law directs the Institute to disseminate information on scientifically based reading research pertaining to children, youth, and adults as well as information about development and implementation of classroom reading programs based on the research.
Often called "The Nation's Report Card," the National Assessment of Educational Progress (NAEP) is the only nationally representative, continuing assessment of what America's students know and can do in various subject areas, including reading. As a congressionally mandated project of the National Center for Education Statistics (NCES) within the U.S. Department of Education, NAEP provides a comprehensive measure of students' learning at critical junctures in their school experience.
The Alliance for Excellent Education is a national policy, research and advocacy organization acting on behalf of at-risk, low-performing secondary school students. The Alliance's Adolescent Literacy Initiative website includes news articles, research reports, and other recent information on adolescent literacy. The Alliance's Reading Next Report outlines a vision for action and research in Middle and High School literacy.
The National Governors' Association's publication, Reading to Achieve: A Governor's Guide to Adolescent Literacy Report (2005), examines the literacy crisis facing America. The guide highlights several State-based programs to improve reading achievement, raise high school graduation rates, increase the value of the high school diploma, and close the achievement gap.
NASBE's, publication, State Actions to Improve Adolescent Literacy (2009), summarizes the extent and challenges of the adolescent literacy crisis. It then describes the NASBE State Adolescent Literacy Network’s work to address these challenges. An earlier publication, Reading at Risk: How States Can Respond to the Crisis in Adolescent Literacy (2006), provides ideas and strategies to help States develop more effective and comprehensive adolescent literacy policies.
NASSP's report, Creating a Culture of Literacy: A Guide for Middle and High School Principals (2005), is designed to help school leaders use research on best literacy practices to create a well-defined intervention plan that will improve the literacy and long-range academic success of students.