Tiered Interventions

This meta-analysis of 31 studies examined whether reading interventions could assist elementary, middle, and high school students with reading difficulties and learning disabilities. Overall, results showed that students who received a reading intervention outperformed students in the control group. This positive effect was also found for students with disabilities across all measures. Further, with few exceptions, studies that examined reading comprehension found that reading interventions could have a positive effect on reading comprehension.

This paper from the Center for American Progress examines high schools that implement an extended learning day as part of a required educational program for all students, explores issues related to implementing such a program, presents examples of how schools accomplish this, and analyzes the implications for school design, capacity, and financing.

Many states and districts across the country struggle with designing and implementing coherent dropout prevention initiatives that promote academic advancement, especially for special needs students, who drop out at much higher rates than the general student population. This snapshot from the National High School Center recognizes New Hampshire for its innovative use of data collection and analysis as the key to unlocking the dropout problem.