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The 2020-21 Future Forward Literacy Program: Implementation and Impact during the COVID-19 Pandemic

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  • Author(s): Curtis Jones; Marlo Reeves; Dongmei Li
  • Language:
    English
  • Source:
    School Community Journal. 2023 33(2):133-153.
  • Publication Date:
    2023
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 1-800-759-1495; Web site: http://www.schoolcommunitynetwork.org/
    • Peer Reviewed:
      Y
    • Source:
      21
    • Education Level:
      Early Childhood Education
      Elementary Education
      Kindergarten
      Primary Education
      Grade 1
      Grade 2
      Grade 3
    • Subject Terms:
      Program Implementation; COVID-19; Pandemics; Emergent Literacy; Family Involvement; Tutoring; Reading Achievement; Program Effectiveness; Kindergarten; Young Children; Grade 1; Grade 2; Grade 3; Elementary School Students; Literacy Education
    • Subject Terms:
      Wisconsin; Alabama; South Carolina
    • ISSN:
      1059-308X
      1059-308X
    • Abstract:
      Future Forward is an early elementary literacy program which, through a family-school-community partnership approach, integrates one-on-one tutoring and family engagement to support literacy development at school and at home. In the 2020-21 school year, as part of an Education Innovation and Research (EIR) Mid-Phase grant, the impact of a modified Future Forward on reading achievement was tested with a randomized control study of students in nine schools. In the context of COVID-19, implementation was modified to support virtual tutoring. Although consistent in magnitude with other studies, the modified Future Forward program was not found to have a statistically significant impact on student achievement. Sample size limitations and implementation challenges, both resulting from COVID-19, hindered our ability to measure an impact. Even considering these challenges, we still found evidence that Future Forward had a positive impact on the reading achievement of Black students (0.34 standard deviations, p =0.095) and, even more so, Black male students (0.54 standard deviation, p =0.052).
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1412845