The Impact of Oregon Reading First on Student Reading Outcomes

Abstract

This study examined the impact of Oregon Reading First on student reading outcomes. Outcomes in schools that began Reading First implementation in 2003–2004 (Cohort A) were compared to outcomes in schools that began Reading First implementation in 2005–2006 (Cohort B). The primary hypothesis, that experienced Cohort A schools would outperform less-experienced Cohort B schools, is linked to the model of Reading First used in Oregon and evidence that school reform outcomes can improve over time with high-quality reforms and strong implementation. School-level analyses involved 51 schools and over 3,000 K–3 students. In the major analysis year, 2005–2006, Cohort A schools consistently outperformed Cohort B schools on both formative and summative measures. Also, Cohort A schools had consistently higher rates of within-year reading growth on formative measures. Findings are discussed in the context of the national Reading First Impact Study.

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