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Center on Education Policy:
The report finds that Reading First has led to many changes in curriculum, instruction, and assessment, and that significant majorities of participating states and districts credit Reading First for student achievement gains, according to surveys conducted for the report.
Of the 35 states reporting achievement gains in the survey, 19 reported that Reading First instructional programs were an important or very important cause for improvement, while 16 said that Reading First assessments were an important or very important cause.
For example, 60 percent of Reading First districts had to change their reading program in order to qualify for a Reading First funding, and 86 percent of Reading First districts required that elementary schools devote a specified amount of time to reading, compared to just 57 percent of non-Reading First districts.
The report, along with additional information on CEP, its publications and its work, is available on the web at www.cep-dc.org.
Posted on October 5, 2006 12:15 AM
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