Taking Stock/Making Change: Reflecting on Reading Improvement at the William Levering School

Diane Luffy , Mary Lee Malen , Jo-Ellen Peterman , Susan Rich , Paul Skilton-Sylvester , Rosemary Valentine , Orcilla Wilkinson

Date: January 1996

Home / Our Work / Publications / Taking Stock/Making Change: Reflecting on Reading Improvement at the William Levering School

Taking Stock/Making Change is a series of reports generated during a collaborative action research project in which self-study teams from five Philadelphia schools sought to connect self-assessment to school restructuring. The five case studies each describe the work of the self-study team of a particular elementary or middle school.

Related Publications

Publication

Educational Outcomes for Boys & Girls Club Members in California, 2021-22

Research has consistently shown that participation in high-quality out-of-school time programming has a positive impact on participants’ social and emotional development, academic achievement, and rates of engagement in risky behaviors. The research summarized in this…

Publication

Growing Per Pupil Fund Balances in Pennsylvania Cyber Charter Schools

David Lapp

This research update from Research for Action’s PACER project revisits and expands on prior analyses of fund balances across Pennsylvania’s public education sectors using the most recent 2023–24 data. The findings show that cyber charter…

Publication

The Increasing Reliance on Emergency Permits for Teachers in Pennsylvania

Sean Vannata, Mary Eddins

Pennsylvania’s public education system is grappling with a significant and escalating reliance on emergency teaching permits. This increase reflects a growing teacher shortage across the state, characterized by a sharp decline in the number of…

Roots & Resistance: A Black Educator Audio Experience

Publication

Small But Mighty – An Audio Documentary

Siettah Parks, Kevin Burgess, Alita Robinson, Mary Eddins

Why are Black teachers leaving the classroom—and what can be done to keep them? In this audio documentary, hosts Samuel Reed and Kevin Burgess dive deep into Research for Action’s groundbreaking study on Black teacher…

Publication

State of Inequity: Disparities in Pennsylvania School Districts by Degree of Funding Adequacy

David Lapp

This study provides the first descriptive comparison of the characteristics of Pennsylvania school districts by degree of school funding adequacy gaps, as calculated by the Pennsylvania Department of Education in 2024 using the state’s legislatively…

Publication

Patterns of Student Mobility Among English Learner Students in Public High Schools in Philadelphia

Lindsey Liu, Sean Vannata

This study examines the mobility rates of English Learner (EL) students in the School District of Philadelphia (SDP). Student mobility refers to the process of students changing schools, either during the school year or over…

Publication

Interim Report 2 on the Implementation, Impact, and Cost Effectiveness of Developmental Education Reform in California’s Community Colleges

Kri Burkander, Dae Y. Kim, Mark Duffy, Lindsey Liu, Taylor Stenley, Keerthanya Rajesh, Sean Vannata

For years, developmental education (DE) courses in community colleges, intended to prepare students for college-level work, often became a barrier, disproportionately impacting Black, Latino, and Indigenous students. In 2017, California aimed to address this with…

Publication

Students Experiencing Homelessness in Pennsylvania: A 2024 Update

David Lapp, Anna Shaw-Amoah

This PACER brief provides RFA’s updated analysis of data on students experiencing homelessness in Pennsylvania, highlighting prevalence, challenges with identification, disparities in educational opportunities, and impact on academic outcomes. Our main findings include that: Roughly…

Publication

The When and How of Keystone Exams in the School District of Philadelphia

Molly Pileggi, Sean Vannata, Alyn Turner

To earn a diploma, Pennsylvania high school students must now demonstrate college or career readiness through one of several pathways. Two of these pathways require passing state exams in Algebra I, Biology, and Literature, known…

Publication

Understanding Increases in Head Start Teacher Turnover During COVID-19

Kendall LaParo, Anna Shaw-Amoah

This report explores the dramatic increase in Head Start teacher turnover during the COVID-19 pandemic. Using data from the Head Start Program Information Report (PIR) from 2010 to 2022, the study investigates trends in teacher…

The report explores the impact of race-specific state higher education funding policies in Minnesota, New Jersey, and North Carolina. It examines how these policies aim to dismantle racial inequities by directing resources toward Black, Latinx, and Indigenous students and the institutions that serve them. The research highlights the challenges and successes of outcomes-based funding and tuition discount programs in addressing racial disparities in college access and success. It emphasizes the importance of prioritizing equity at both the student and institutional levels. Key findings include the positive impact of race-explicit metrics in funding formulas. These metrics have demonstrably steered resources toward under-resourced students and institutions serving diverse populations. However, the report also acknowledges the difficulties faced by Minority-Serving institutions and HBCUs when competing for funds under zero-sum models that limit overall resources. Additionally, the study explores the potential consequences of Promise programs on neighboring states, highlighting concerns about enrollment shifts and the need to consider the impact on community colleges. The recommendations emerging from the research urge policymakers to consider the full ecosystem of postsecondary institutions when designing funding initiatives, ensuring that funding programs are additive rather than overlapping to maximize outcomes. The report also emphasizes the importance of supporting additional costs of college in Promise programs to promote equity for students affected by systemic barriers. Furthermore, funding basic needs support and conducting needs assessments are recommended to ensure that initiatives effectively address pertinent needs and promote student success. More research is needed. The report suggests following the implementation of initiatives in North Carolina and Minnesota to assess their impact on racial disparities in completion. It also highlights the need to examine how institutions adjust their selection of optional metrics in outcomes-based funding formulas to better support marginalized student populations. Additionally, the study points toward the importance of exploring the intersection of outcomes-based funding and Promise programs to understand their implications on institutional funding and student success in higher education.

Publication

Examining the Effectiveness of Race-Specific Funding Strategies in Higher Education

Kri Burkander, Shafiqua Little, Mycaeri Atkinson

As states reckon with racial enrollment and attainment gaps in higher education, some have made efforts to address them through their higher education funding. Two common approaches are outcomes-based funding (OBF) and Promise programs, as…

Publication

“For the Good of the City” An Early Evaluation of the Catto Scholarship

Kri Burkander, Karin Gegenheimer, Alita Robinson

The Octavius V. Catto Scholarship launched in spring 2021 at Community College of Philadelphia (CCP) to help Philadelphians achieve college success. Inspired by 19th-century civil rights leader Octavius Catto’s belief in education for all, the…

Taking Stock/Making Change: Reflecting on Reading Improvement at the William Levering School

Browse Our Projects

Meet the Team