What Is the Sustained Impact of Future Forward on Reading Achievement, Attendance, and Special Education Placement 5 Years After Participation?

IF 2.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Evaluation and Policy Analysis Pub Date : 2023-07-10 DOI:10.3102/01623737231182629
Curtis J. Jones, M. Reeves, Dongmei Li, Leon J. Gilman
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Abstract

Future Forward leverages both tutoring and parent engagement to support the literacy development of early primary students. In 2010, Future Forward was awarded an Investing in Innovations grant to develop and test its impact in seven Milwaukee Public Schools, primarily serving Black and Latinx students. A randomized control trial evaluation found 2 years of participation had positive impacts on foundational literacy, reading achievement, and school attendance (Jones & Christian, 2021). We followed participants 5 years past the end of the i3 study to determine whether benefits were sustained. Students receiving Future Forward continued to demonstrate improved reading achievement, school attendance, and were less likely to be placed into special education. Even considering this, Future Forward participants fell behind in their reading development over time.
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参与5年后,“未来前进”对阅读成绩、出勤率和特殊教育安置的持续影响是什么?
未来前进利用辅导和家长参与来支持小学生的识字发展。2010年,Future Forward获得了“创新投资”(Investing In Innovations)赠款,用于开发和测试其在密尔沃基七所公立学校的影响,这些学校主要服务于黑人和拉丁裔学生。一项随机对照试验评估发现,两年的参与对基础素养、阅读成绩和出勤率有积极影响(Jones & Christian, 2021)。我们在1993年研究结束后对参与者进行了5年的随访,以确定这些益处是否持续。接受“未来前进”计划的学生继续表现出阅读成绩和出勤率的提高,而且接受特殊教育的可能性更小。即使考虑到这一点,随着时间的推移,“未来前进”参与者的阅读能力还是落后了。
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来源期刊
Educational Evaluation and Policy Analysis
Educational Evaluation and Policy Analysis EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.60
自引率
5.90%
发文量
36
期刊介绍: Educational Evaluation and Policy Analysis (EEPA) publishes manuscripts of theoretical or practical interest to those engaged in educational evaluation or policy analysis, including economic, demographic, financial, and political analyses of education policies, and significant meta-analyses or syntheses that address issues of current concern. The journal seeks high-quality research on how reforms and interventions affect educational outcomes; research on how multiple educational policy and reform initiatives support or conflict with each other; and research that informs pending changes in educational policy at the federal, state, and local levels, demonstrating an effect on early childhood through early adulthood.
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