New research  from the National Center for Restructuring Education, Schools & Teaching (NCREST) provides the results of a project designed to document the role of external support providers and their impact on grade-level reading outcomes in NYC. 
 
NCREST researchers Thomas Hatch (CPRE, Teachers College), Meesuk Ahn, Daniel Ferguson, and Alyson Rumberger  mapped the relationships between a sample of programs that provide support for improving K-3 reading outcomes and the NYC public elementary schools to which they partner. By making these relationships visible, the study shows the extent to which students from different backgrounds and schools access valuable information, resources, and expertise, and the extent to which programs are in a position to increase their collective impact through coordination and collaboration.



Thomas Hatch, photo credit Karen Hammerness.

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ABOUT CPRE RESEARCH

The Consortium for Policy Research in Education (CPRE) is a community of researchers from renowned research institutions and organizations committed to advancing educational policy and practice through evidence-based research.

CPRE's mission is to contribute to the output of new, scholarly, evidence-based research. 

Our goal is to make education policy research openly accessible to policymakers, practitioners, researchers, and other interested readers.

CPRE's vision is to disseminate research that can be the catalyst for informed decision-making and action in educational policy and practice.
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You can access CPRE research via our repository.
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