Reading Recovery: Long-Term Effects and Cost-Effectiveness Under the Investing in Innovation Fund Scale-Up.
Henry May, PhD, Symposium Chair with presentations by Aly Blakeney, Pragya Shrestha, Mia Mazal, Nicole Kennedy, and Tara Tracy
In 2010, Reading Recovery (RR) was awarded a $55 million Investing in Innovation (i3) grant from the U.S. Department of Education. This five-year grant supported the expansion of Reading Recovery in more than 1,400 schools in over 30 states and provided intervention to over 80,000 students. Although a multi-site randomized controlled trial (RCT) during the i3 Scale-Up of Reading Recovery produced rigorous evidence of large positive impacts, the study provided no information about whether these impacts were sustained beyond first grade. During this symposium, CRESP researchers presented results from an IES-funded efficacy follow-up study, which utilizes a regression discontinuity (RD) design to evaluate long-term outcomes and cost-effectiveness data through 2019, as approximately 9,000 study participants moved into third and fourth grades.
The symposium includes three papers; the first of these confirms validity of the RD design in the RR study by examining the ability of the RD design to replicate the 1st grade results observed in the original i3 RCT focused on short-term impacts. The second paper in this symposium presents results of our analyses of long-term impacts through 3rd and 4th grades, which surprisingly, were statistically significant and negative, suggesting that Reading Recovery students had fallen behind and completely lost the gains they made during first grade. Specifically, students who participated in Reading Recovery in first grade and ended up with 3rd and 4th grade state test scores in reading/ELA that were .15 to .31 standard deviations below the state test scores of students who did not participate in Reading Recovery. The symposium’s third and final paper estimates the relative intensity and costs of interventions provided as follow-up for former RR students and for RD control group students.
Gail Headley participated in several events at this year’s AERA conference. As the recipient of the 2021 Early Career Award in Multiple and Mixed Methods Research, she was invited to speak at the Division D business meeting, the Measurement and Research Methodologies Division. She presented an overview of her contributions to the field titled, Mixed Methods Research: Dialectically Creative Combinations of Quantitative and Qualitative Research Strategies. During the Division D Mentoring Session for graduate students and early career professionals, she hosted a break-out room for discussion about research methodologies and opportunities for social justice.
In collaboration with several other UD professors CRESP staff will present:
The Process of Designing a Mixed Methods Research Study Using Secondary Data.
Kathleen McCallops, former CRESPian, Gail Headley, Roderick Carey, Ann Aviles, Yasser, Payne, Brooklynn Hitchens, and Allison Karpyn
The Inaugural Mixed Methods Research SIG Writing Collaborative: Posters, Reflections, and Directions event during the SIG’s business meeting. The event is a unique collaboration with doctoral students and early career researchers who met monthly to discuss writing challenges specific to mixed methods research. The event includes a virtual poster session and a panel discussion.
Measuring the Multidimensionality of Educators' Approaches to Diversity: Development of the In-Service Teacher Multicultural Education Model
Chu Yi Lu, Ph.D. and Hillary Parkhouse, Ph.D.
The purpose of this study was to examine the latent construct of multicultural education (ME) among 1,887 in-service teachers. Using existing ME scales and Banks' five-pillar framework to capture relevant classroom, school, and community-level contexts, we generated and tested 48 survey items. This study revealed a six-factor model solution representing teachers' ME. The model not only captured three factors that measure teachers' multicultural capacities (multicultural efficacy, multicultural teaching practice, and multicultural beliefs), but it also identified three additional factors (school support, family and community interactions, and challenges and pushback) that may either enable or hinder the enactment of those capacities.
Multilevel Analysis of Educators' Research Use by Individual, School, and District Factors
Darren Agboh, former CRESPian, analyzed survey data from about 4500 educators to identify factors that support research use by educators.
How Is Evidence Use Policy Enacted in Schools? A Mixed-Methods Multiple-Case Study
Elizabeth Farley-Ripple, Kati Tilley, Hillary Mead and Darren Agboh
This paper explores the distinct way schools enact evidence use policies, the role of school leadership, and a need to better align conceptions of evidence among research, policy, and practice communities.
What's the Problem (and Does It Matter)? Exploring the Relationship Between Problem-Framing and Research Use
Kati Tilley
This paper presents an analysis of the problems schools addressed in recent decisions and how those problems were understood by individuals working within those schools, and what the relationship is between problem-frame and the likelihood that the survey respondent indicated that research was used in the decision-making process.
Examining Knowledge Mobilization Among District Research Leaders
Samantha Shewchuk and Elizabeth Farley-Ripple
This paper examines when knowledge mobilization occurs and is successful within school districts. The findings of this study provide information on the (a) conditions that enable successful knowledge mobilization, (b) the knowledge mobilization activities District Research Leaders (DRLs) are actually engaging in within their districts, (c) the tangible outputs of DRLs’ knowledge mobilization activities, and (d) what happens as a result of DRLs’ knowledge mobilization efforts – specifically whether and how research knowledge was used.
Contact CRESP members via email for more info on these projects
