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Evaluation of 2007-2008 Reading Gains |
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This is the first year that the percentage of tutored students reading on grade level in fall and following spring has been looked at. The results of that look are presented in these graphs. Previously, we had looked at student gain as measured as number of grade levels of reading increase. While a valid measure, gain is heavily biased on how far behind the students were initially. Also, a school with many older students could have students performing three or more years below grade level and could make dramatic gains and still have few students on grade level. A school that has mostly first and second graders in their tutoring program could have no students three years behind, and consequently was limited in the abound of gain they could make to come up to grade level. Since the actual goal is to have students reading on or above grade level, it seemed reasonable to actually measure and report the scores showing exactly that.
In the 2007-2008 school year, 320 elementary students received tutoring as part of the after-school North Star Tutor/Mentor Program in Northwest Denver. The Dynamaic Reading Assessment (DRA) reading scores of the students were collected at the beginning of the school year, and at the end of the year. The DRA scores were converted to grade equivalents which in turn were used to calculate the percentage of students reading on grade level. The table represents the data for the 220 students for which there is complete data. The students participating in the program were recommended to the program by their homeroom teachers as students needing extra help.
The student reading progress by grade level is based on the evaluation of 217 students in first through fifth grade. Contributing to this data were 13 in first, 82 in second, 58 in third, 27 in fourth and 37 in fifth, grades. |
