Learn More
Every child has the capacity to succeed in school and in life. Yet far too many children fail to meet their potential. Many students, especially those from poor and minority families, are placed at risk by school practices that sort some students into high-quality programs and other students into low-quality education. CRESPAR believes that schools must(More)
S tudents who enter high school with poor literacy skills face long odds against graduating and going on to postsecondary education or satisfying careers. Joftus and Maddox-Dolan (2003) reported that in the United States, roughly 6 million secondary students read far below grade level and that approximately 3,000 students drop out of U.S. high schools every(More)
Education (Grant No. R305A040082). However, any opinions expressed are those of the authors and do not necessarily represent IES positions or policies. Abstract This article systematically reviews research on the achievement outcomes of four types of approaches to improving the reading success of children in the elementary grades: reading curricula,(More)
Research suggests that bilingual programs do not harm and usually improve the English reading performance of English language learners. English language learners—students who come from homes in which a language other than English is spoken—are one of the fastest-growing student populations in U. S. schools. At the same time, the debate over the best way to(More)
__________________ This research was funded by the CfBT Education Trust. However, any opinions expressed are those of the authors and do not necessarily represent CfBT positions or policies. Our appreciation goes to Diana Dugan, Susan Davis, and Michele Victor who also helped with locating and organizing the studies. 2 This report systematically reviews(More)