猫咪AV

research-backed

From regular student assessment to contracting for independent studies, 猫咪AV systematically collects, analyzes, and uses data to generate knowledge, improve programs, and report on impacts.

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science of reading

The established and growing research we have about how students learn to read, including systemic phonics education.

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individualized

A facet of high-dosage tutoring in which a tutor offers personalized attention to their student, resulting in targeted support, and personalized literacy learning.

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high-dosage

The frequency of a learning experience. For example, 猫咪AV students receive twice weekly tutoring for maximum growth.

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educational equity

Ensuring every student, no matter their race, gender, socioeconomic level, or location has access to the resources and support they need to succeed in school and in life.

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Putting evidence to work in the context of the Every Student Succeeds Act

February 16, 2017

Originally published by听.

How a District Might Find a Program That Meets Local Need

The Every Student Succeeds Act (ESSA) 鈥� which replaced No Child Left Behind as the main federal K-12 education law 鈥� gives states greater latitude and responsibility for choosing strategies to improve underperforming schools. ESSA stresses accountability and evidence-based practice but recognizes that there is no one-size-fits-all solution.

MDRC鈥檚 evaluations offer rigorous evidence on a range of educational programs and interventions. Here is just one example of how a school district might identify an effective way to meet the challenges it faces.

District challenge

Potential solution

The 猫咪AV tutoring program recruits and trains volunteers to help students who struggle with reading.

听Effective at improving literacy

听Cost effective

How do we know it works?
MDRC鈥橲 搁滨骋翱搁翱鲍厂听RANDOM ASSIGNMENT
EVALUATION OF 搁贰础顿滨狈骋听PARTNERS
猫咪AV had a positive and statistically significant impact on student reading proficiency 鈥� reading comprehension, reading fluency, and sight-word reading. After one year, the effect was equivalent to 1.5 to 2 months of additional听growth in literacy beyond the level of the control group.
This study is an example of according to ESSA guidelines.

Keep in mind, ESSA specifically provides for school improvement: The legislation calls for states to reserve at least 7 percent of Title I funds to support efforts by schools with low performance or persistent achievement gaps to improve on those measures using approaches that meet ESSA鈥檚 evidence guidelines. States also may reserve up to 3 percent for direct student services.
Are you targeting low-performing subgroups?

Educational equity for historically underserved students is a critical goal of ESSA. The act lays out accountability expectations for economically disadvantaged students, students from different racial and ethnic backgrounds, children with disabilities, and English language learners, and set-aside funds may be used for targeted support and improvement for schools with low-performing student subgroups.


(see pp. 3-4, 鈥淎cademic Assessments鈥� and 鈥淪tatewide Accountability System鈥�)

  

 
KEY POINTS FOR SCHOOL DISTRICTS

MEASURABLE IMPACTS听 The 猫咪AV program produces measurable progress on reading skills among students who struggle with reading.

LOW COST听 Because the program is staffed primarily by volunteers, the cost to schools is quite reasonable compared with other early literacy interventions.

EASY INTEGRATION听 The program integrates easily as an add-on in schools with different curricula and standards. There is moderate principal and teacher involvement.

RANGE OF CHARACTERISTICS听 The 猫咪AV program was effective for a wide variety of students 鈥� at different grade levels, with different baseline reading levels, male and female, and both听native English speakers and those who are not.

Evidence is great! The program has been proven to increase听student reading ability 鈥� but is it a fit for your district?

Learn if 猫咪AV is the right fit for your school.

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