Evaluation of the 1989 and 1990 Reading Improvement Program. Illinois Initiatives for Educational Reform. Research, Evaluation, & Planning Report.

Autor/inn/en	Bakall, Liz; und weitere
Institution	Chicago Board of Education, IL. Dept. of Research and Evaluation.
Titel	Evaluation of the 1989 and 1990 Reading Improvement Program. Illinois Initiatives for Educational Reform. Research, Evaluation, & Planning Report.
Quelle	(1991), (67 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	After School Programs; Bilingual Education; Class Size; Economically Disadvantaged; Elementary Education; Language Arts; Parent Participation; Program Effectiveness; Program Evaluation; Reading Improvement; Reading Programs; Remedial Reading; School Districts; Staff Development; Tutoring; Urban Schools + Suchen Sie Ihr Suchwort? After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Bilingual teaching; Bilingualer Unterricht; Klassengröße; Elementarunterricht; Sprachkultur; Elternmitwirkung; Programme evaluation; Programmevaluation; Leseförderung; School district; Schulbezirk; Personnel development; Personalentwicklung; Förderkonzept; Nachhilfeunterricht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	This document evaluates the 1989 and 1990 Reading Improvement Program, which aimed to enhance and support 330 local schools in the implementation of Chicago (Illinois) Public Schools' goals for reading and language arts in kindergarten through grade 6. The program focused on improving instruction and reading achievement. Program features included reading resource teachers, bilingual classroom teachers, reduced class size, after-school tutoring, staff development, parent involvement, attendance incentive, and enrichment reading. The evaluation used student pretest and posttest data, observations, and eight behavioral outcomes to assess the program's success. With the exception of seventh and eight grade tutors in an after-school component, achievement goals were not met. The reading resource teachers did not spend the expected time on individual instruction but rather focused on group instruction and on coordinating materials and students. Despite overcrowding and time constraints, many children did receive attention from bilingual classroom teachers. Teachers did not use the reduced class size concept extensively. Many benefits from the after-school tutoring program were reported. Extensive staff development occurred at most sites. Funds to develop parent involvement plans yielded a wide diversity of activities. Attendance improvement efforts had mixed results. The recreational and enrichment reading component produced positive results. Statistical data are provided in 29 tables. (JB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC