Project Research Basis
Writing Curriculum
Reading Curriculum
Project Success Story
The data confirm that schools that commit to long-term, systematic professional development with the TCRWP experience significant improvement in students' ELA test scores as compared to their peers in non-Project schools.
If one looks at data from the thirty-one Project schools that have continually maintained high levels of involvement in TCRWP across the past decade, it is evident that students in NYC Project schools tend to score significantly higher than other NYC students.
A year-by-year study shows that fourth grade students in TCRWP schools were more likely to receive a score of four (meeting learning standards with distinction) or three (meeting learning standards), than students in other schools across the City. In 2008, 76.2% of fourth grade students in long-term Project schools scored a three or a four, a 15% higher achievement than the rest of NYC.
The TCRWP continues to study the effect of our work in 100’s of city schools. While trying to deepen our understanding of the impact of our 30 years of work, and this includes not only work in schools across all city regions, but also summer institutes where we also reach 1000’s of teachers; we are aware that we are part of the overall success of the city. Therefore, to avoid any sense of complacency, we closely follow the work of a core group of schools which are performing 5-11% ahead of the rest of the city. While this data is impressive, and the trends are positive, the results also serve to strengthen the TCRWP’s committment to ensure that students, teachers and leaders continue to reach the goals of excellent and meaningful literacy learning and instruction.
Moreover, the percentage of children who receive an ELA score of one (not meeting learning standards) is significantly lower than the percentage of children in all NYC schools who receive a score of one.
The most recent data (2008) from all current Project schools continues to show significant one year gains - a decrease in one's amongst all grades, and most notably, an increase of ten to fifteen percent of threes and fours among most of the grades taking the ELA.
Similar results have been obtained in schools in which the Project has worked throughout the country. Details are forthcoming.