Georgia

Report

Findings After the First Year of Implementation

June, 2008

This report presents one-year implementation and impact findings on two supplemental academic instruction approaches developed for after-school settings — one for math and one for reading. Compared with regular after-school programming, the supplemental math program had impacts on student SAT 10 test scores and the supplemental reading program did not — although the reading program had some effect on reading fluency.

Report

The Impact of Supplemental Literacy Courses for Struggling Ninth-Grade Readers

July, 2010
Marie-Andrée Somers, William Corrin, Susan Sepanik, Terry Salinger, Jesse Levin, Courtney Zmach

Over the course of ninth grade, two supplemental literacy courses modestly improved students’ reading comprehension skills and helped them perform better academically in their course work. However, these benefits did not persist in the following school year, when students were no longer receiving the supplemental support.

Report
November, 2008
William Corrin, Marie-Andrée Somers, James J. Kemple, Elizabeth Nelson, Susan Sepanik

This report presents findings from the second year of the Enhanced Reading Opportunities (ERO) study, a demonstration and random assignment evaluation of two supplemental literacy programs — Reading Apprenticeship Academic Literacy and Xtreme Reading — that aim to improve the reading comprehension skills and school performance of struggling ninth-grade readers.

Report
January, 2008
James J. Kemple, William Corrin, Elizabeth Nelson, Terry Salinger, Suzannah Herrmann, Kathryn Drummond

This report presents early findings from a demonstration and random assignment evaluation of two supplemental literacy programs that aim to improve the reading comprehension skills and school performance of struggling ninth-grade readers. On average, the programs produced a positive, statistically significant impact on reading comprehension among students.

Report

The Effect of Project GRAD on High School Student Outcomes in Three Urban School Districts

July, 2006
Jason Snipes, Glee Ivory Holton, Fred Doolittle, Laura Sztejnberg

This report describes the effects of Project GRAD, an ambitious education reform that targets high schools and the elementary and middle schools that feed into them, on a variety of student outcomes in high schools in Houston, Texas; Atlanta, Georgia; and Columbus, Ohio.

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