Sample size: 364 students (186 program, 178 control)
Risk Status: The Scholastic Reading Inventory (SRI) was used to identify students as “at risk for academic failure.” The SRI has overlapping Lexile levels and, as a result, the range for identifying eligible students had to be established (therefore, the 50th Normal Curve Equivalency or NCE was used as the benchmark).
|Program||Control||p of chi square|
|No subsidized lunch||54||29%||43||24%|
|Special Education Status||26||14%||27||15%|
|Not identified with a disability||160||86%||151||85%|
|English language learner||4||2%||7||4%|
|Not English language learner||182||98%||171||96%|
Training of Instructors: In Year 4, READ 180 teachers had on average, 10 years of teaching experience. They had worked at their current school for three years, on average.
READ 180 teachers were supposed to receive a variety of professional development opportunities and support, ranging from trainings, seminars, in-classroom support, web-based instructional support, and online RED courses focused on aspects of reading instruction. All READ 180 teachers, except one, received all professional development as defined by the developer.