EXECUTIVE SUMMARY
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Teacher Program Perceptions Teacher perceptions of Scholastic Literacy were generally positive, especially in regard to student engagement and achievement. Teachers implemented program components with varying degrees of fidelity; with components such as Read-Alouds, student resource books, and Shared/Close Reading Texts being used several times per week, while other resources such as Picture Cards, Writing Workshop Resource Books, Big Books, and Digital Family Guides were used less often or not at all by teachers. Teacher attitudes toward Scholastic Literacy were also generally positive, with especially positive attitudes observed regarding the structure and routine that it creates in the classroom presenting learners with highly engaging and authentic texts. Conclusions The key results and conclusions of this evaluation are as follows: • Scholastic Literacy students slightly outgained comparison students identified by NWEA’s Similar Schools Report, by 0.55 points. This advantage approached, but did not reach, statistical significance ( p = .085). When school-level clustering was not considered in analyses, this advantage was statistically significant ( p = .001). • Significant program impacts were evidenced in Grades 3 and 4, with students in these grades outgaining comparison students by nearly 1 point. No other significant program impacts were observed. • Teacher perceptions of Scholastic Literacy were generally favorable, especially in relation to student engagement and achievement. • Similarly, teachers reported overwhelmingly positive experiences of using Scholastic Literacy in their classrooms, with high program implementation fidelity generally being observed and reported. • Teacher attitudes toward Scholastic Literacy were also generally favorable, especially related to program elements promoting structure and routine in the classroom. • This study provides ESSA “Promising” or Tier 3 evidence of the efficacy of Scholastic Literacy in improving student achievement in reading for students in Grades 2-5.
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