Through our work with our partners, we’re focused on creating impact at four levels: system, program, school, and district. Read on to learn about the results of our partner reading instruction programs.

Systems Changes

Systems changes involve new or improved programs, policies, or practices. In order to create new and better student outcomes, we have to first change the system that was producing the old outcomes. Improved student outcomes follow positive system changes. 

Books on Break
Active Reading
Reach Out and Read
Summer Literacy Infusion
Data Collaborative
Home Reading Helper
Reading Checkup
A2i After School
A2i Professional Support System
Strategic Co-Funding

Program-Level Impact

There are multiple ways we could measure program-level impact. Changes in attitude, knowledge, beliefs, behavior, or awareness all count as program impact. For the most part, however, we report impact regarding student reading outcomes.

Summer Literacy Infusion
Ready To Read
A2i After School
A2i Pre-K
A2i Professional Support System

School- and District-Level Impact

The next two levels of impact are school-level and district-level impact. School-level impact comes from the combined effort of classroom instruction, extra support from out-of-school programs, and student reading supports at home. School-level impact is demonstrated by improved K-3 reading outcomes on formative assessments and performance on the North Carolina third grade reading assessment. School-level impact involves both improving multi-year trend lines and closing achievement gaps.

District level change comes from the cumulative changes in multiple schools. In other words, community-level change begins with improvements in individual schools.

There are at least three key factors involved in creating school-level and district-level impact. The work has to happen over multiple academic years, for students in multiple grades (K-3), and support enough students within a school (scale). For district-level impact, we have to reach school-level impact in enough schools to make an impact overall and to close achievement gaps.

In late 2019, Read Charlotte board and staff began to focus on this issue of scale. The pandemic, however, put a complete stop to these efforts. Over the next three academic years (fall 2022 through spring 2025), we are focused on working with CMS and our community partners (using targeted interventions and strategies) to demonstrate school-level impact in multiple schools. Given the significant impact of the pandemic on early literacy, we’re currently uncertain about the level of district-level impact possible given the impact of the pandemic – but we know it will be based upon improvements that occur at the school level. We will continue to push to gain as much impact as possible by 2025.

Community Children’s Reading Initiative | Read Charlotte


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