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A Report on the Impact of Reduced Class Size/ Early Balanced Literacy Initiaitves in the School District of Philadelphia

This report summarizes information from Research fo Action’s evaluation of the second year of the Reduced Class Size/ Balanced Literacy (RCS/EBL) Initiative, provides two case studies of elementary classrooms where the initiative was being implemented, and a summary of survey results about participation, opinions and attidutes of PEF Balanced Literacy interns. The overview examines the growth of Early Balanced Literacy implementation, looking specifically at teachers’ views of student progress, the Early Balanced Literacy Framework, instructional time, materials, English Language Learners, students receiving special education services and prfoessional development.