SCHOLASTIC LITERACY
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Notes. 1. ^ p < .10; *** p < .001. 2. All p values are adjusted for school-level clustering. A significant positive impact of Scholastic Literacy was evidenced by White students, with an advantage of 2.5 points for Scholastic Literacy students in this subgroup. A significant negative impact was also found for special education students, although the sample size was fairly small, relative to the entire sample. No other significant program impacts were evidenced across student subgroups of interest in Scholastic Literacy students. An additional set of subgroup analyses examined the impacts of Scholastic Literacy on students with different levels of prior reading achievement. Specifically, we classified these students as having “low,” “medium,” or “high” levels of prior reading achievement. “Low” prior achievement was defined as having a fall 2022 MAP Reading Growth score below the 25 th percentile, while “medium” prior achievement was defined as having a fall 2022 MAP Reading growth score between the 25 th and 75 th percentile, and “high” prior achievement was defined as having a fall 2022 MAP Reading Growth score above the 75 th percentile. Note that these percentiles are based on national norms and are not specific to these intervention students. The results of these analyses are shown in Table 7. Table 7 MAP Reading Gain Scores Relative to Virtual Comparison Students, by Prior Achievement Percentile Estimate Standard Error p value* Low ( n = 1,050 ) -0.029 0.317 .928 Mid ( n = 1,119 ) 0.718* 0.250 .045 High ( n = 496 ) 1.395*** 0.289 <.001 Notes. 1. * p < .05; *** p < .001. 2. All p values are adjusted for school-level clustering Significant positive program impacts were observed for students with medium and high prior reading achievement, with medium prior achievement treatment students outscoring virtual comparison students by more than 0.7 points, and high prior achievement students outscoring virtual comparison students by nearly 1.4 points. No significant program impacts were observed for students with low prior reading achievement. Survey and Focus Group Results Survey respondents ( n = 44) consisted of Scholastic teachers familiar with the implementation of Scholastic Literacy. Voluntary participants responded to the online survey and the focus group interview regarding (a) their background and demographics; (b) their experiences with implementing Scholastic Literacy; (c) their
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