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Portland Elementary School, Portland, Arkansas

This study examined the effect of Reading Mastery (RM) on the reading achievement of kindergarten and elementary students in one rural school in the southeast U.S. In response to low test scores and a low ranking amongst schools within the district, RM was implemented in 1995. Results indicate that on average, student test scores improved from the 38th mean national percentage before implementation to just below the 60th mean national percentile. Following implementation, the school gained 5 percentile points each year and led the district within four years. By 1998 the school was consistently outscoring the rest of the state on the SAT/9 test. This success was maintained and by 2000, student scores significantly exceeded the state average and the average for the southeastern U.S. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Reading Mastery; Stanford Achievement Test
In SRA/McGraw Hill, Results with Reading Mastery. New York: McGraw-Hill
Design type:
Cohort control with historical comparison design
Fidelity monitored:
Students included:
Elementary students, low-SES students, low-performing students, remedial students
Elementary school, Portland, Arkansas, rural area
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