This two-year evaluation of the Hill Center Reading Achievement Program (HillRAP) was implemented in a middle school setting from September 2008 to June 2010. The Center for Child and Family Policy conducted this evaluation in collaboration with the Davie County Schools and the Mebane Charitable Foundation.
The purpose of this evaluation was to examine the effectiveness of HillRAP in helping middle school students whose reading skills are compromised. More specifically, we addressed the following questions:
1. What are the effects of HillRAP instruction on reading achievement over time?
2. How do program outcomes vary for different subgroups of children? Specifically, do the effects of the Hill Center programs vary by race/ethnicity, sex, age, grade level, English language proficiency, free/reduced lunch eligibility, exceptional children status, exceptional children classification, IQ, or history of grade retention?
3. How well does the Hill Center teacher training prepare teachers to deliver HillRAP in a public school setting? What is the level of intervention fidelity for these teachers?
4. What are the effects of attendance, teacher characteristics, and model fidelity (i.e., faithful implementation of HillRAP) on reading achievement?