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Reading and Literacy

The Role of External Support Providers in Improving K-3 Reading Outcomes in New York

Policy Brief

In New York City, a sweeping industry of over 100 intermediary organizations and support providers has emerged to help public schools improve K-3 reading outcomes, says new report. New research  from the National Center for Restructuring Education, Schools & Teaching (NCREST) provides the results of a project designed

Evidence for Early Literacy Intervention: The Impacts of Reading Recovery

Policy Brief

Research increasingly links low literacy levels in the early grades with a range of poor outcomes; for instance, students who read below grade level at the end of third grade are about four times less likely than their higher-achieving peers to graduate from high school (Annie E. Casey Foundation, 2010, 2011; Balfanz, Bridgeland, Bruce & Fox, 2012).

Sana Karim

Senior Research Coordinator, CPRE
University of Pennsylvania

A. Brooks Bowden

Senior Research Specialist, CPRE
University of Pennsylvania

A. Brooks Bowden is an assistant professor in the Education Policy Division at the Graduate School of Education at the University of Pennsylvania, where she also serves as the Director of the Center for Benefit-Cost Studies of Education.

Zoology One Efficacy Evaluation Summary of Findings (April 2020)

Policy Brief

Helping young children become proficient readers is a critical goal. Research tells us that students who experience difficulty reading in the early years of school often struggle to catch up (Stanley, Petscher, & Catts, 2018; Ozernov, , Palchik et al., 2016; Cunningham & Stanovich, 1997; Francis, Shaywitz, Stuebing, Shaywitz, & Fletcher, 1996). This study focuses on an innovative curriculum for kindergarten that closely integrates literacy instruction and science exposure.

Mapping the Reading Improvement Sector in New York City

Insights Newsletter

A sweeping industry of over 100 intermediary organizations and support providers has emerged in New York City to help public schools improve K-3 reading outcomes, says new report. 

(2016) Reading Recovery: An Evaluation of the Four-Year i3 Scale-Up

Research Report

CPRE released its evaluation of one of the most ambitious and well-documented expansions of a U.S. instructional curriculum. The rigorous independent evaluation of the Investing in Innovation (i3) scale-up of Reading Recovery, a literacy intervention for struggling first graders, was a collaboration between CPRE and the Center for Research on Education and Social Policy (CRESP) at the University of Delaware.

Abigail Gray

Senior Research Specialist
Consortium for Policy Research in Education

Abigail Gray is a senior research investigator at the Consortium for Policy Research in Education (CPRE) at the University of Pennsylvania and a Stoneleigh Fellow. She is principal investigator of several large, mixed-methods research projects being conducted in partnership with the School District of Philadelphia (SDP).

Philip M. Sirinides

Senior Research Specialist, CPRE
Penn State

Philip M. Sirinides is a statistician and researcher with expertise in the application of quantitative research methods and the development and use of integrated data systems for public sector planning and evaluation. His interests include early childhood programing, educational leadership, accountability policy, and organizational learning. Currently, Dr.

Consortium for Policy Research in Education

University of Pennsylvania Graduate School of Education
3440 Market Street, Suite 560
Philadelphia, PA 19104
Tel: 215.573.0700
Fax: 215.573.7914


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