Balanced literacy and its impact on students in Title I schools

The purpose of this study was to examine a district-wide professional development initiative and research the impact on student learning according to gender, race, and socioeconomic status. The balanced literacy model in Title I schools was studied to measure its effectiveness in students in identified subgroup populations. This study examined a possible correlation between the independent variables of gender, race, and socioeconomic status and learning outcomes as measured by the Indiana Statewide Testing for Educational Progress and the dependent variable of the professional training in the balanced literacy model. This research was conducted in an urban district in the Midwest and studied 584 third grade students in seven Title I schools. The seven Language Arts subtests were used to determine percent proficiency and statistical tests conducted to determine the significance of the scores. Interviews were also conducted to gain specific knowledge of professional training conducted at each school. The impact of the balanced literacy program on students according to gender, race, and socioeconomic status was measured throughout the three-year study. An implementation dip was experienced in the second year of the study followed by a significant increase in the third year of the study in most subgroups. The results of the study indicated a significant increase when comparing the first to the third year of the study and outlined the professional development strategies utilized in this district-wide professional development initiative