• The Impact and Scaling of the...

Treffer: The Impact and Scaling of the 2019-20 Future Forward Literacy Program Prior to School Closures Due to COVID-19

Title:
The Impact and Scaling of the 2019-20 Future Forward Literacy Program Prior to School Closures Due to COVID-19
Language:
English
Authors:
Jones, Curtis J., Li, Dongmei
Source:
Grantee Submission. 2021.
Peer Reviewed:
Y
Page Count:
32
Publication Date:
2021
Sponsoring Agency:
Office of Elementary and Secondary Education (OESE) (ED)
Contract Number:
U411B170045
Document Type:
Report Reports - Evaluative
Education Level:
Elementary Education
Descriptors:
Literacy Education, Reading Programs, Reading Instruction, Tutorial Programs, Tutoring, School Closing, COVID-19, Pandemics, Outcomes of Education, Reading Skills, Family Involvement, Program Evaluation, Program Implementation, Reading Achievement, Attendance, Elementary School Students, Literacy, Phonological Awareness, Screening Tests, Reading Fluency, Emergent Literacy, Reading Tests
Geographic Terms:
Wisconsin (Milwaukee)
Assessment and Survey Identifiers:
Phonological Awareness Literacy Screening, Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Entry Date:
2023
Accession Number:
ED629664
Database:
ERIC

Weitere Informationen

Future Forward is an early primary literacy program that pairs one-on-one tutoring with family engagement. Future Forward's approach is informed by both systems theory and a school-family-community partnership model. Future Forward understands that schools are not solely responsible for developing student literacy. Instead of viewing families and communities as barriers that need to be overcome, they are viewed as having untapped potential for contributing to student literacy development. In 2017, Future Forward was awarded an Education Innovation and Research Mid-phase grant to expand to 14 schools across three states. In 2019-20, the randomized control trial study was designed to examine the implementation and impact of one year of participation on the reading achievement and school attendance of 293 students assigned to Future Forward. Attrition was low, with only 20 of 587 study participants leaving the study. Implementation results suggested progress was made toward scaling Future Forward up to 14 schools. Nearly all students received tutoring as intended. However, family engagement implementation was less consistent between sites. In spring of 2020, schools shut down because of the COVID-19 pandemic, shortening the program and limiting the evaluation to only testing its impact on school attendance. Overall, Future Forward had a statistically significant positive impact on school attendance (1.4 percentage points). Its impact was greater with Black students (2.4 percentage points) and students who started the program with low school attendance (2.3 percentage points). Black students with low school attendance were particularly affected, improving by 3.6 percentage points. Possible explanations for the differential positive impact on Black students are discussed.

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