The Reading First Ohio (RFO) initiative was designed to implement scientifically based research on best practices in literacy instruction to ensure that all children are able to read by the end of third grade. With our partner Westat, AIR evaluation team designed an evaluation of this statewide initiative that monitored program implementation and program effectiveness.
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The Florida Literacy and Reading Excellence (FLaRE) professional development (PD) study examined the effects of receiving FLaRE support vs. not, and receiving high vs. low levels of support.
From 2005 through 2007, AIR worked closely with Chicago Public Schools (CPS) to develop a turn-key system for CPS to measure and act upon the social emotional conditions for learning in their schools. The accountability provisions of the CPS’ district reform efforts required the development of school profiles, which contain information about student performance and school characteristics.
The California Department of Education (CDE) contracted AIR to provide information about the implementation and effects of Proposition 227 and of the English Language Acquisition Program (ELAP), which provided funding to support instruction for ELLs in the state. This five-year evaluation informed CDE about the effect on students, schools, and districts of Proposition 227 and about the future viability of ELAP. Using case studies, phone and written surveys, statistical analyses of student performance data, stakeholder interviews, and document reviews, AIR staff investigated federal-, state-, district-, and school-level factors that influenced the implementation of Proposition 227 and evaluated trends in student outcomes since its passage.