CPRE : Consortium for Policy Research in Education

i3-Funded Evaluation of Reading Recovery

Working in collaboration with the Center for Research on Education and Social Policy (CRESP) at the University of Delaware, CPRE is completing the third year of its four-year evaluation of Reading Recovery.  Reading Recovery is a short-term early intervention designed to help the lowest-achieving readers in first grade reach average levels of classroom performance in literacy. CPRE’s evaluation is part of a five-year, $55 million Scaling Up What Works grant awarded to The Ohio State University by the U.S. Department of Education’s Investing in Innovation (i3) Fund in 2010.  The grant supports the expansion of Reading Recovery to nearly 90,000 additional students in U.S. schools. 

CPRE’s Reading Recovery evaluation includes rigorous experimental and quasi-experimental designs for estimating program impacts, coupled with a large-scale mixed-methods study of program implementation under the i3 scale-up.   In its first two years, CPRE observed estimated program effects from Reading Recovery that range in magnitude from roughly one half to two thirds of a standard deviation, with significant variation in school-level impacts. These effects are large to very large relative to the estimated treatment effects typically reported in studies of instructional interventions--nearly three times the average effects reported in studies of similar interventions analyzed by Lipsey et al. (2012). CPRE has also observed strong implementation fidelity across hundreds of Reading Recovery implementations. Investigating the factors that predict variation in school-level impacts is an ongoing focus of the implementation study.

With its large randomized controlled trial—among the largest ever conducted on an educational intervention—and extensive implementation study, CPRE’s evaluation of Reading Recovery promises significant insights into the impact of early literacy intervention on struggling readers, and the implementation of instructional programs at the school and district levels. It will contribute meaningfully to experimental research in education, and to the field's growing focus on linking implementation and impacts.

Start date: 
October 2010
End date: 
September 2015