i3 Impact

i3 Executive Summary

i3 Executive Summary

CLI’s i3 evaluation consisted of a randomized control trial conducted in 78 high-poverty schools in four urban school districts using the PAR, GRADE and ELLCO assessment tools.

The impact evaluation was designed to evaluate the effect of the CLI model classroom coaching and professional development program on kindergarten through second-grade teachers’ classroom environment and literacy instruction, as well as the effect of the CLI program on student literacy achievement.

CLI’s program was implemented with high fidelity during each year of the study. A large service contrast was observed in the amount and type of professional development and coaching received by treatment and comparison teachers, with treatment teachers reporting that they had received substantially more literacy-focused professional development.

In 2010, Children’s Literacy Initiative partnered with the American Institutes for Research (AIR) to evaluate the impact of CLI’s Model Classroom Program.

Year 2 findings demonstrate that Kindergartners in CLI schools score significantly higher on standardized early reading tests than students whose teachers are not exposed to CLI, and that CLI had a significant positive impact on the quality of teachers’ literacy instruction in both Kindergarten and 1st grade classrooms.  The exceptionally high level of rigor of this study makes these results stand out among other less rigorous claims put out by other professional development organizations.

Download the Full Report

Results From a Three-Year i3 Impact Evaluation of the Children’s Literacy Initiative (CLI) – Implementation and Impact Findings of an Intensive Professional Development and Coaching Program

Program Components:

  • CLI-Provided Classroom Resources and Professional Development
  • Teacher Coaching
  • Use of Model Classrooms for Professional Development
  • School-Based Coach Professional Development
  • Principal Coaching & Leadership Meetings

Program’s Impact on Teacher Practices

Significant positive impact on classroom environment, and language and literacy practice.

Classroom Environment:

  • Characteristics of books
  • Efforts to build vocabulary
  • Classroom Contents

Language & Literacy

  • Student’s writing products
  • Strategies to build reading vocabulary
  • Writing Environment

Program’s Impact on Student Learning

  • Significant positive impact on PAR total score for kindergarten.
  • Significant positive impact on total GRADE score in 2nd Grade.

The Predictive Assessment of Reading (PAR), is a one-on-one, teacher administered, universal screening and diagnostic tool for pre-reading skills for grades K-3.

The Group Reading Assessment and Diagnostic Evaluation tests the reading achievement of students to determine what developmental skills they have mastered and where instruction or intervention is needed.

The Early Language and Literacy Classroom Observation (ELLCO) K-3 Research Tool focuses on what research has identified as the key components of reading, writing, and effective instruction.

“Children’s Literacy Initiative’s i3 work has shown statistically significant results while meeting the standards of high quality research, which in today’s education climate is difficult to achieve.” – Terry Salinger, AIR, Fellow & Chief Scientist

Download AIR’s Full Report: Results From a Three-Year i3 Impact Evaluation of the Children’s Literacy Initiative

“We’re proud to partner with Children’s Literacy Initiative as they empower early-childhood educators who are working to ensure all students become great readers and critical thinkers,” said Nadya Chinoy Dabby, assistant deputy secretary at the U.S. Department of Education.

“Through their work in Camden, Chicago, Newark and Philadelphia, CLI has supported educators serving more than 34,000 students across the country—without compromising the quality or integrity of their programs. Discovering new and better ways to support great teaching is essential to the promise of public education, and CLI’s results are an important step in the right direction.”

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