Content Areas Archive

Literacy and ESL Projects and Publications

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Evaluation of Children’s Literacy Initiative’s Curriculum and Professional Development Model for Kindergarten Readiness

RFA will serve as the independent evaluator for Children’s Literacy Initiative’s five-year intervention, Integrating Curriculum Development and Professional Development for Kindergarten Readiness. Through this project, which is funded by the federal Education Innovation and Research…

Providing Technical Assistance on ELL Policy to the Pennsylvania Department of Education: A Project of the Mid-Atlantic REL

RFA is conducting an analysis of English Language Learner policy and practice in Pennsylvania. Our work will consist of a statewide policy scan and multiple district-level case studies of best practice.

Improving Early Literacy: An Evaluation of Early Reading Matters

RFA serves as the evaluation partner for the Early Reading Matters (ERM) program, a teacher professional development program in New York City public schools developed by Teaching Matters, Inc. The ERM program seeks to build…

An Evaluation of the American Reading Company’s ACTION 100 Initiative in Elementary Schools in Camden, NJ

RFA conducted a mixed-methods evaluation of the American Reading Company's ACTION 100 initiative in more than 20 elementary schools in Camden. The study focused on ACTION 100's impact on student achievement.

Boosting Adolescent and Young Adult Literacy: An Examination of Literacy Teaching and Learning in Philadelphia’s Accelerated Schools

The School District of Philadelphia operates 13 accelerated high schools to help get off-track students (e.g., over-age, under-credited youth) back on track to graduation. This project examines literacy teaching and learning at the accelerated high…

An Evaluation of the Center for Literacy’s Integrated Literacy Model at West Philadelphia High School

The William Penn Foundation funds Center for Literacy's Integrated Literacy Model (ILM) at West Philadelphia High School and commissioned RFA to conduct an implementation and impact evaluation of the model. This pilot project aims to…

Action Research with Youth United for Change

YUC is a group of Philadelphia students organizing to change their high schools. RFA was asked to interview the students and adults with whom YUC worked closely and to create a summary of different perspectives…

An Evaluation of the Reduced Class Size/Early Balanced Literacy Initiative (RCS/EBL): Philadelphia Education Fund (PEF)

RFA evaluated the RCS/EBL initiative designed and implemented by a partnership of PEF and the School District of Philadelphia. Full-time Literacy Intern Teachers in the early grades work alongside senior teachers. RFA examined the impact…

An After-School Literacy and Leadership Development Program for Girls: Sisters Together in Action Research (STAR)

STAR was an after-school literacy and leadership development program for low-income early adolescent and teenage girls (ages 9-18) in North Philadelphia. The program brought together groups of girls to design and conduct action research in…

An Evaluability Assessment of the National Writing Project: National Writing Project (NWP)

The National Writing Project received a grant from The Carnegie Foundation for the purpose of taking stock of itself as a national organization and considering the role that evaluation might play in furthering the NWP's…

Kindergarten English Learners’ Time to Proficiency in Philadelphia

Philadelphia is often called the original American melting pot for its rich mix of languages, people, ideas and religions. The city’s immigrant population is growing steadily, and more than 20 percent of the city’s population…

Using Common Assignments to Strengthen Teaching and Learning: Research on the Second Year of Implementation

In this second report on implementation of the Common Assignment Study (CAS), RFA’s research focuses on providing formative feedback on unit implementation; teacher collaboration; the status of context and conditions for CAS success, including school…

LDC’s Influence on Teaching and Learning

RFA has been studying LDC since its inception in 2010. With the support of the Gates Foundation, RFA has been examining the implementation of LDC, as well as the context and conditions necessary for scaling…

Using Common Assignments to Strengthen Teaching and Learning: Research on the First Year of Implementation

The Common Assignment Study (CAS) is a research project designed to shed light on the progress and outcomes of the initiative. RFA’s research focuses on providing formative feedback on unit design, unit implementation, and supports…

Enacting Common Core Instruction: A Comparative Study of the Use of LDC Literacy Tools in Three Sites

As of the writing of this report, the Common Core State Standards (CCSS) are being implemented in 45 states and the District of Columbia. Approaches to implementing the standards, however, are highly varied. For the…

Enacting Common Core Instruction: How Intermediate Unit 13 Leveraged its Position as an Educational Service Agency to Implement and Scale the LDC Initiative

Following three years of extensive data collection in LDC study sites throughout the country, Research for Action (RFA) has produced three case studies to illustrate how the LDC and MDC tools have been adopted in…

Lessons From Inside the Classroom: Teachers’ Perspectives on the LDC Initiative

The Bill and Melinda Gates Foundation has invested in the development and dissemination of instructional tools to support teachers' incorporation of the Common Core State Standards (CCSS) into their classroom instruction. Literacy experts have developed…

Lessons from Inside the Classroom: Teachers’ Perspectives on the MDC Initiative

The Bill and Melinda Gates Foundation has invested in the development and dissemination of instructional tools to support teachers' incorporation of the Common Core State Standards (CCSS) into their classroom instruction. Math experts from the…

Brief Two: Robust Implementation of LDC: Teacher Perceptions of Tool Use and Outcomes

The Bill and Melinda Gates Foundation has invested in the development and dissemination of high-quality instructional and formative assessment tools to support teachers' incorporation of the Common Core State Standards (CCSS) into their classroom instruction.…

Establishing a Strong Foundation: District and School Supports for Classroom Implementation of the LDC Framework

In 2010-11, the LDC framework was piloted in six districts, a teacher network, and a network of schools. In most cases, school districts applied for and received grants to implement LDC; in others, regional intermediaries…

Bridging the Gap: How Students from Immigrant Families Navigate Philadelphia’s High School Application Process

School choice research tends to focus on parent management of decisions, but this brief recognizes the critical role of students in managing the high school application process, particularly for adolescents from immigrant families whose parents…

Boosting Adolescent and Young Adult Literacy: An Examination of Literacy Teaching and Learning in Philadelphia’s Accelerated High Schools

In 2010-11, the School District of Philadelphia (the District) operated thirteen accelerated high schools that served approximately 2,000 under-credited, over-age students. Each of the accelerated schools was managed by one of seven external providers, each…