First Annual Report for the Cornerstone Literacy Initiative

89 Pages Posted: 21 Dec 2007

See all articles by Dana Lockwood

Dana Lockwood

New York University (NYU) - Institute for Education and Social Policy

Christine Donis-Keller

New York University (NYU) - Institute for Education and Social Policy

Ellie Hanlon

New York University (NYU) - Institute for Education and Social Policy

Meryle Weinstein

New York University (NYU)

Norm Fruchter

Annenberg Institute for School Reform

Date Written: January 2003

Abstract

This evaluation report focuses on the first two cohorts of schools in their first and second years of implementing the Cornerstone National Literacy Initiative reform. Authors highlight Cornerstone's strengths, including the quality and depth of professional development opportunities, the commitment and capacity of reform staff to address problems as they arise, and the formation of a national network of Cornerstone colleagues. The report indicates that the implementation of Cornerstone is proceeding on target. Participants cite changes in school and classroom environment, and the extent of faculty participation in professional learning opportunities, such as book study groups as evidence of impact. A key challenge to the reform is sustainability: there is concern that staff and site team turnover would impede the spread of Cornerstone practices, and participants are apprehensive about maintaining reform momentum beyond the initial period of support. The initiative's impact on student achievement is not yet evident, but the report provides baseline data on student achievement.

Keywords: literacy reform

Suggested Citation

Lockwood, Dana and Donis-Keller, Christine and Hanlon, Ellie and Weinstein, Meryle and Fruchter, Norm, First Annual Report for the Cornerstone Literacy Initiative (January 2003). Available at SSRN: https://ssrn.com/abstract=1077196 or http://dx.doi.org/10.2139/ssrn.1077196

Dana Lockwood (Contact Author)

New York University (NYU) - Institute for Education and Social Policy ( email )

United States

Christine Donis-Keller

New York University (NYU) - Institute for Education and Social Policy ( email )

United States

Ellie Hanlon

New York University (NYU) - Institute for Education and Social Policy ( email )

United States

Meryle Weinstein

New York University (NYU) ( email )

Norm Fruchter

Annenberg Institute for School Reform ( email )

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