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National Research and Evaluation Studies
The Literacy Collaborative program has been studied and evaluated through internal evaluations, third-party outside studies, and collaborative projects conducted with researchers at other universities. Articles and research reports are posted below. Positive effects of the program have been found on literacy teaching, on student learning and achievement, and on student motivation.
Schools also receive training and support for gathering and analyzing their own data and evaluating the effects of Literacy Collaborative in their own school.
For more information on LC research, contact Emily Dexter, Ed.D., Director of Research for Literacy Collaborative, 617-349-8857, 800-888-1959 (ex. 8857), edexter@lesley.edu.
Value-added LC article in Elementary School Journal (2010) An article published in September 2010 in the prestigious, peer-reviewed research journal, Elementary School Journal, describing the value-added effects of the LC program on student achievement in 17 LC schools. (First underlining is the blue active link that will go to attached pdf.)
Literacy Collaborative Research FAQs (2009). A summary of the Literacy Collaborative national research and evaluation studies.
Research Literature Review (2009). A summary and literature review of the major quantitative and qualitative studies on the effects of the Literacy Collaborative on teachers and students. The full articles are available below. Bibliography included.
“Value-Added” Analysis of Student Achievement in LC Schools (2008). A paper, written at Stanford University, reporting results of a four-year USDOE-funded study of student achievement in 18 Literacy Collaborative schools across the U.S. 10,000 students were tested. The average rate of student learning increased by 15% in Year 1 of implementation and by 28% in Year 2.
Improvements in Literacy Teaching in Literacy Collaborative Schools (2008). A paper, written at Stanford University, reporting results from the same USDOE-funded study, which included observations of 240 teachers over three years. Average measured teaching expertise improved, and the amount of individual teacher improvement was linked with the amount of professional development and coaching teachers received from the literacy coordinators in their school.
Indiana Early Literacy Intervention Study (2005). A report written by the Center for the Evaluation of Educational Policy (CEEP) at Indiana University on their evaluation of several early literacy programs adopted in Indiana in 1998-2004, including Literacy Collaborative. Literacy Collaborative schools showed more improvement in 3rd grade passing rates than schools with no interventions, and fewer Special Education and retention referrals.
Boston Public Schools Early Literacy Interventions (2005). Link to purchase (from the publisher) of a 2005 article in The Elementary School Journal reporting on an evaluation of Literacy Collaborative and three other literacy reform models adopted by the Boston Public Schools in 1999-2000. Literacy Collaborative schools showed modestly higher first grade writing scores. ($10.00)
Implementation Study of the Literacy Collaborative Intermediate Model (2004). A report written by the Education Development Center (EDC) in Newton, Massachusetts, on their evaluation of improvements in teaching in schools that adopted the LC Intermediate Program for grades 3-5 or 3-6. Average literacy teaching skill in the Literacy Collaborative schools improved over 18 months but remained the same in the non-Literacy Collaborative control schools.
Multi-Year Analysis of Reading Scores in Literacy Collaborative Schools (2003). A report on seven years worth of reading data from 52 Literacy Collaborative schools. Average 2nd grade scores on the Gates-MacGinitie Reading Test rose steadily, particularly in low-income schools.
Survey and Interview Research on Teacher and Student Attitudes and Motivation (2001-2004). Three studies of (1) student attitudes toward literacy activities, (2) teacher reports of how Literacy Collaborative has affected their teaching practice, and (3) teacher buy-in to the Literacy Collaborative school reform model.