Date of Award
Doctor of Education (EdD)
This study is a program evaluation of the effectiveness of a reading initiative in an alternative school utilizing the Stufflebeam CIPP evaluation model. In order to assess effectiveness, this evaluation explored the reading growth of high school students in an alternative school setting where the application being critiqued was a"read to learn" model.
The purpose of this study was to determine the impact of a "read to learn" model on students who were exposed to reading as the primary mode of learning in all content areas and who participated in daily silent reading with self-selected topics. Baseline data on LEXILE, RIT band levels, and reading achievement were gathered from a pre and posttest administration with the same assessment after a 12-week exposure to the model.
The context for the program was found to be sound as was the rationale for implementation. In addition, the evaluation found the "read to learn" model to have been properly implemented according to the CIPP model assessment. The study also found the program had been implemented with fidelity and consistency. Though no significant reading impact was evidenced, the "read to learn" model was perceived to have been successful.
This evaluation analyzed a "read to learn" model that can be replicated in other schools. The data indicates that many of the attributes of this model are appropriate for other schools similar to the Last Chance Academy.
Quinn, James D., "A Program Evaluation of the Impact of a "Read to Learn" Model on Alternative High School Students' Lexile Levels and Reading Achievements" (2015). Education Theses, Dissertations and Projects. Paper 1.