Corrected: An earlier version of this story misidentified one state receiving targeted-assistance grants.
State-by-state data on the federal Reading First program were released with fanfare this past spring by the U.S. Department of Education as evidence that the initiative was fueling 鈥渢remendous progress鈥� among students and teachers. The Reading First Advisory Committee, a federal panel that met for the first time here last week, found that information on student achievement in participating schools far less definitive and has asked for more time and technical assistance in evaluating the data from the $1 billion-a-year program.
鈥淚t seems like there are no standards anyone can interpret,鈥� said committee member Frank R. Vellutino, a prominent reading researcher from the State University of New York at Albany.
He was referring to the variations among states in the assessments used to gauge students鈥� reading skills, as well as differences in cutoff scores used to determine whether children are on track toward becoming 鈥減roficient鈥� readers.
Read more stories on the Reading First program.
鈥淚t鈥檚 going to be a job and a half to come to any conclusion whether states are meeting their responsibilities鈥� in improving achievement in Reading First schools, Mr. Vellutino said.
The committee was given a thick binder filled with test-score data from grantees, which states must submit to the department each year. The information is based on the assessments and proficiency benchmarks set by each state as part of its Reading First plan.
Some Results 鈥業mpressive鈥�
Members assigned to a subcommittee to review the information more closely described some of the data as 鈥渋mpressive.鈥� But they also questioned whether the goals set by each state are appropriate, particularly those states that appear to have low expectations for student proficiency.
鈥淚鈥檝e never seen any test where 40 percent was considered proficient,鈥� said Susan Brady, an early- reading expert at the University of Rhode Island and Haskins Laboratory in New Haven, Conn. 鈥淥ne needs to scrutinize what these levels are and what are the skills behind these cut scores.鈥�
鈼� Laurie Cutting
Kennedy Krieger Institute
鈼� Maria Carlo
University of Miami
鈼� Fred Morrison
University of Michigan
鈼� Donna Scanlon
State University of New York at Albany
鈼� Frank Vellutino
State University of New York at Albany
鈼� Nonie K. Lesaux
Harvard University
鈼� Kris Gutierrez
University of California, Los Angeles
鈼� Annemarie Sullivan Palincsar
University of Michigan
鈼� Charles Perfetti
University of Pittsburgh
鈼� Katherine Mitchell
Alabama Department of Education
鈼� John Lloyd
University of Virginia
鈼� Susan Brady
University of Rhode Island
SOURCE: U.S. Department of Education
In measuring fluency, many states are consistent. Nearly 40 of the 54 states and other jurisdictions, for example, use the same test and cutoff score. But there are more differences in how states gauge comprehension skills. Arkansas and Idaho, for example, set proficiency at the 40th percentile on the Iowa Tests of Basic Skills. Other states, such as Georgia and Michigan, define the 50th percentile as proficient.
The data include test results for 1st through 3rd graders from 2002 to 2006. Results are broken down into subgroups by race and socioeconomic status, as well as for English-language learners and students with disabilities. The committee, which met Aug. 20-22, has asked the Education Department to assign a statistician to the task of reviewing the data and suggesting ways to analyze the information and compare results across states.
A more rigorous analysis of student achievement in participating schools commissioned by the department鈥檚 Institute of Education Sciences, is under way, and results are expected later this year.
Reading First came under scrutiny by federal auditors after complaints from several commercial vendors that federal officials and consultants favored particular reading textbooks, assessments, and approaches over others and directed states to use certain products, a level of federal prescriptiveness that the NCLB law prohibits.
Puerto Rico Grant Review
Secretary of Education Margaret Spellings formed the advisory committee to review ongoing issues in the program. The committee will make recommendations to the department, but they are not binding.
The panel also recommended that Puerto Rico make additional changes to its grant proposal. The self-governing U.S. territory is the last eligible jurisdiction still awaiting its grant award under the program, which was designed to improve reading instruction in the United States鈥� most disadvantaged school districts.
Puerto Rico鈥檚 latest proposal for its $35.6 million Reading First grant has been revised about a dozen times. An earlier version was approved in 2003, but allocation of the funding was held up when new leaders of Puerto Rico鈥檚 school system rejected some of the tenets of the plan. (鈥淧uerto Rico Still Has No Reading First Funds,鈥� Nov. 30, 2005.)
