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type: Report
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title: Mapping the Reading Improvement Sector in New York City The Role of External Support Providers in Improving K-3 Reading Outcomes
created: 2022-08-08T20:26:51+00:00
modified: 2023-01-31T19:48:44+00:00
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abstract description: This report shares the results of a project designed to help build the collective capacity and increase the impact of the external support providers working to improve K-3 reading outcomes in New York City public elementary schools. In the first phase of the project, we identified all the programs in what we call the K-3 reading improvement sector in NYC 2014-15. In the second phase, we examined the extent to which a sample of these programs have the goals, resources, and personnel to improve reading outcomes system-wide. In the third phase, we mapped the relationships among a sample of programs in the sector in 2016-17, the sources they rely on to support their work, and the NYC schools with whom they partner. Making these relationships visible shows the extent to which students from different backgrounds and schools can get access to information, resources, and expertise, and the extent to which programs are in a position to increase their collective impact through coordination and collaboration. Among the findings: Over 100 programs are working in the K-3 Reading Improvement Sector in NYC The sample programs in the sector focus on a wide range of reading-related goals, but a limited number of programs have demonstrated effectiveness Twenty-six sample programs are connected to 161 different schools comprising 16% of all elementary schools in NYC (including 28% of the elementary schools in the Bronx and 26% of the elementary schools in Manhattan); and the programs are partnering with schools with relatively high levels of need in terms of both performance and poverty Just over half of the sample programs describe themselves as collaborating or partnering with at least one other sample program, but almost half were not in regular contact with any other sample program Sample programs received support from 57 different funders and 75 different sources for literacy expertise with little overlap These results suggest that sector programs have the goals, services, and pe…
author: Hatch, Thomas
author: Ahn, Meesuk
author: Ferguson, Daniel
author: Rumberger, Alyson
date: 2019
in publication: CPRE Working Papers
resource type: Research/Scholarly Media
status: Published Text
genre: Empirical
open access: Yes
peer: Yes
url: https://repository.upenn.edu/cpre_workingpapers/17
apa: Hatch, T., Ahn, M., Ferguson, D., & Rumberger, A. (2019). Mapping the Reading Improvement Sector in New York City The Role of External Support Providers in Improving K-3 Reading Outcomes. CPRE Working Papers. https://repository.upenn.edu/cpre_workingpapers/17
cited in: http://core.miserver.it.umich.edu/omeka-s/api/items/3207
id: MRRXGE28
class: ire:JournalArticle
year: 2019
attach file: C:\Users\huynh\Zotero\storage\82H2QNXE\17.html

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display title: Cross-National Research on Continuous Improvement