Middle School Results (Papalewis, 2003) SRI Normal Curve Equivalent (NCE) and Percentile Rank (PR) scores were obtained for 423 READ 180 students who completed pretests during August–October 2002 and posttests during March–May 2003. During 2002 to 2003, CCSD was shifting their student tests from the Terra Nova test (fall 2001) to the Iowa Test of Basic Skills (fall 2002); therefore, comparison scores were not available for the purposes of this study. From pretest to posttest, READ 180 students demonstrated an average gain of 119 Lexile (L) measures and a PR gain of five points on SRI (Table 1). These gains correspond to an average NCE gain of 7.3. An analysis of SRI scores revealed that these improvements were statistically significant (p<0.01).
Papalewis’s analysis also examined the percentage of students at pretest and posttest in each of the four SRI Performance Levels: Below Basic, Basic, Proficient, and Advanced. After participation in READ 180, 34% of sixth graders, 50% of seventh graders, and 62% of eighth graders improved their Performance Level (Graph 1).
High School Results (Zvoch & Letourneau, 2006) During the 2004–2005 school year, SRI scores were collected and analyzed for ninth-grade READ 180 students. Findings from a growth analysis revealed that students with disabilities and English language learner (ELL) students grew at a faster rate than their general education and English proficient peers, respectively. In fall 2004, students with disabilities were at a significantly lower reading level than general education students. After one year of READ 180, students gained, on average, just over half (0.54) of a scale score point per day as compared to the general education average gain of approximately one quarter of a scale score point per day. As a result, the gap in performance between students with disabilities and general education students was reduced from 150 to 80 scale score points (or, from 0.60 to 0.32 of a standard deviation). Similarly, ELL students grew faster than their English-proficient peers during ninth grade. ELL students gained an average of half (0.50) a scale score point per day, whereas English proficient students gained just over one quarter of a scale score point per day. The achievement gap between ELL and English proficient students was thereby reduced from 200 to 140 scale score points (or, from 0.80 to 0.56 of a standard deviation).
High School Results (Richmond, 2006) Following the results presented above, high school dropout rates were reported in the local paper. According to Richmond, two high schools in CCSD attributed decreases in their dropout rates, in part, to the introduction of reading intervention with READ 180. At Cimarron-Memorial High School, which began its READ 180 program with 215 students during fall 2004, and at Centennial High School, which began its program with 106 students in fall 2005, the dropout rate decreased by 35% and by 55%, respectively, during the first year of READ 180implementation. Overall dropout rates in CCSD decreased by 11% during 2004–2005 and 13% during 2005–2006 (Graph 2).