The Impact of One Semester of Future Forward on Reading Achievement and School Attendance

Autor/inn/en	Jones, Curtis J.; Li, Dongmei
Titel	The Impact of One Semester of Future Forward on Reading Achievement and School Attendance
Quelle	(2023), (35 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Elementary Education; Literacy Education; Tutoring; Family Involvement; Community Involvement; Reading Achievement; Attendance; Program Effectiveness; At Risk Students; COVID-19; Pandemics; Reading Instruction; Elementary School Students; Alabama; Wisconsin; Phonological Awareness Literacy Screening; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? Elementarunterricht; Förderkonzept; Nachhilfeunterricht; Leseleistung; Anwesenheit; Leseunterricht
Abstract	Future Forward is an early primary literacy program that pairs one-on-one tutoring with family engagement. The approach of Future Forward is informed by both systems theory and a school-family-community partnership model. With its school-family-community partnership approach, schools are not solely responsible for developing student literacy. Instead of viewing families and communities as barriers that need to be overcome, they are viewed as having untapped potential for contributing to student literacy development. Although historically, participation in Future Forward lasted the whole school year, so that Future Forward could serve more students in the wake of COVID-19 school disruptions, in the 2021-22 school year program participation was shortened to one semester. As part of an Education Intervention and Research Mid-phase grant, the 2021-22 evaluation included 127 students across two Alabama and one Wisconsin school. Sixty-five were randomly assigned to receive Future Forward in the fall and 62 to business-as-usual (BAU) reading instruction. The 62 BAU students would receive Future Forward in the spring. Only five students left the study in the fall semester. All but two students received the intended amount of tutoring of at least two sessions per week. Regarding family engagement, 64.5% were contacted at least once per month. The results of a randomized control trial impact evaluation found a statistically significant overall positive impact of 0.30 standard deviations on reading achievement and a differential positive impact of 0.83 standard deviations on the reading achievement of students of color. Future Forward was not found to impact school attendance. Based on the positive impacts of this study, Future Forward will continue with the one semester implementation model in its EIR Expansion-phase grant. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01