Second Year Evaluation Report for the Cornerstone Literacy Initiative

135 Pages Posted: 19 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

Tom Saunders

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 2004

Abstract

This evaluation report continues to track the implementation and impact of the Cornerstone National Literacy Initiative reform on the initial cohort of schools, in addition to providing baseline data for a new cohort. Analyses of district- and state-administered standardized tests show mixed results, with many schools showing strong gains in certain grades in certain years, but no strong gains reflected across entire schools, and no clear continuation of gains across multiple years. In contrast, Developmental Reading Assessment (DRA) results show growth among students included in the small testing sample. Analysis of interview and survey data indicate three patterns: 1) although implementation is inconsistent within cohorts, schools in the first cohort report a higher level of implementation than their counterparts at schools in subsequent cohorts; 2) schools in the earliest cohorts report an increased level of implementation in almost all areas; and 3) Cornerstone practices are spreading through K-3 classrooms and in some cases to upper grades (especially at first year cohort schools), and participants are enthusiastic about the impact on students literacy skills.

Keywords: literacy reform

Suggested Citation

Lockwood, Dana and Donis-Keller, Christine and Hanlon, Ellie and Saunders, Tom and Weinstein, Meryle and Fruchter, Norm, Second Year Evaluation Report for the Cornerstone Literacy Initiative (January 2004). Available at SSRN: https://ssrn.com/abstract=1077198 or http://dx.doi.org/10.2139/ssrn.1077198

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

Tom Saunders

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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