EXECUTIVE SUMMARY
vi
Study Sample The present study sample included 2,665 Grades 2-5 students from across 12 elementary schools located in South Carolina. The student population consisted mainly of Black (34%) and Hispanic (32%) students, with a slightly smaller percentage of White (26%) students. The survey sample consisted of 44 teachers, while focus group teachers were drawn from three schools in South Carolina. Program Impact on Reading Achievement A small positive impact of Scholastic Literacy on student reading achievement was observed across the entire sample. The magnitude of this impact was 0.55 points but did not quite reach statistical significance ( p = .085). Significant positive impacts were observed for Grades 3 and 4 students, with Scholastic Literacy students in these grades outgaining their virtual comparison counterparts by nearly 1 point at each grade level. Figure 1 shows program impacts overall and at each grade level. No other significant positive program impacts were observed across other student subgroups of interest. This finding satisfies ESSA’s “promising” or Tier 3 evidence. Figure 1 Scholastic Literacy Impacts Overall and By Grade Level
Average MAP Growth Reading Gain Scores Overall and By Grade Level
15.92
15.81
16
11.24*
10.95^
12
10.4
10.33
9.07*
8.24
7.6
7.07
8
4
0
Cohort 1
Grade 2
Grade 3
Grade 4
Grade 5
Overall
Grade Level
Treatment
Comparison
Note , ^ p < .10; * p < .05.
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