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Did the Striving Readers Comprehensive Literacy Grant Program Reach Its Goals? An Implementation Report. Evaluation Report. NCEE 2024-003r

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Bibliographic Details
Title: Did the Striving Readers Comprehensive Literacy Grant Program Reach Its Goals? An Implementation Report. Evaluation Report. NCEE 2024-003r
Language: English
Authors: Michael S. Garet, Kerstin Carlson Le Floch, Daniel Hubbard, Joanne Carminucci, Barbara Goodson, National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES), American Institutes for Research (AIR)
Source: National Center for Education Evaluation and Regional Assistance. 2024.
Availability: National Center for Education Evaluation and Regional Assistance. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://ies.ed.gov/ncee/
Peer Reviewed: Y
Page Count: 25
Publication Date: 2024
Contract Number: 91990018C0020
Document Type: Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Reading Comprehension, Literacy Education, Evidence Based Practice, Grants, Outcomes of Education, At Risk Students, Students with Disabilities, Poverty, English Language Learners, Federal Aid, State Programs, Disadvantaged Schools, Program Implementation, Program Effectiveness, Teaching Methods, Reading Instruction, Teacher Attitudes, Administrator Attitudes, Educational Legislation, Elementary Secondary Education, Federal Legislation
Geographic Terms: Montana, Minnesota, Oklahoma, Ohio, Georgia, Kansas, New Mexico, Maryland, North Dakota, Louisiana, Kentucky
Laws, Policies and Program Identifiers: Every Student Succeeds Act 2015
Abstract: Boosting literacy among school-age children remains a national priority. Nearly one third of students in the United States have not developed the foundational reading skills needed to succeed academically, with students living in poverty, students with disabilities, and English learners especially at risk. Starting in 2010, Congress invested more than $1 billion for state literacy improvement efforts through the Striving Readers Comprehensive Literacy (SRCL) program. SRCL was intended to focus funding on disadvantaged schools, encourage schools to use evidence-based practices, and support schools and teachers in providing comprehensive literacy instruction. These efforts were expected to lead to improved literacy outcomes for students. This study assesses how well SRCL implementation was aligned with these goals, using information collected from states, districts, and schools in all 11 states awarded grants in 2017.
Abstractor: ERIC
IES Funded: Yes
IES Publication: https://ies.ed.gov/pubsearch/pubsinfo.asp?pubid=NCEE2024003
Entry Date: 2024
Accession Number: ED651576
Database: ERIC
Description
Abstract:Boosting literacy among school-age children remains a national priority. Nearly one third of students in the United States have not developed the foundational reading skills needed to succeed academically, with students living in poverty, students with disabilities, and English learners especially at risk. Starting in 2010, Congress invested more than $1 billion for state literacy improvement efforts through the Striving Readers Comprehensive Literacy (SRCL) program. SRCL was intended to focus funding on disadvantaged schools, encourage schools to use evidence-based practices, and support schools and teachers in providing comprehensive literacy instruction. These efforts were expected to lead to improved literacy outcomes for students. This study assesses how well SRCL implementation was aligned with these goals, using information collected from states, districts, and schools in all 11 states awarded grants in 2017.