Every teacher who learns to use research-based best practices and each student who reads, writes and spells better as a result has a story. Sustained improvement requires practice, perseverance and patience; literacy achievement has no quick fixes. So, we are very proud of the schools, teachers, and students with whom our mentors have worked.
Two years of a three-year pilot project in five schools (2006-09), showed that participating kindergarten, first and second grade students outperformed peers in both state Degrees of Reading Power (DRP) and national Group Reading Assessment and Diagnostic Evaluation (GRADE) comparisons. Additionally, students of teachers who received the most mentor training progressed more than students of teachers who had the least.
Ramon E. Betances Elementary School, Hartford (a participating school in HFPG-HPSI):
From 2008-09 there were 50% more grade 3 students with ‘at or above proficient’ reading scores on the Connecticut Mastery Test (CMT) than the prior year. The increase from 16.4% to 34.5% of students ‘at or above proficient’ occurred after their second grade teachers received one year of professional development and implemented research-based literacy practices.
The International School at Rogers Magnet, Stamford:
It ranked first in 2007-08 CMT score gains for both elementary Hispanic achievement and low-income achievement. In fall 2007, Rogers received the Lone Pine Foundation Award, which acknowledges elementary schools in Fairfield County that have made the greatest academic gains. From 2006-07, the number of grade 3 students within the CMT reading goal range increased by 17.1%. Lone Pine recognized Rogers’ full-time teachers with $500 bonuses.
Elm City College Preparatory, New Haven:
This Achievement First charter school ranked third among Connecticut public middle schools for both low income achievement and African American achievement in 2007-08. Middle School Director Marc Michaelson points to a data wall that tracks every child’s reading level as one facet of Elm City’s success.
Church Street School, Hamden:
It ranked second out of 575 public schools in Connecticut for its 2006-07 gain in grade 3 CMT reading scores. The 27.9% increase occurred among students whose first grade teachers had taught them to read by using research-based practices.