Standardized Test Data from Native American Populations Who Participated in the Read Right Intervention Model
The following are data sets from Native Reservation Schools using the Gates-MacGinitie Reading Tests, comprehension sub-set. Different forms of the test were administered prior to Read Right small group tutoring and then following Read Right small group tutoring by school personnel.
*Gains in NCEs between 1.9 and 3.2 per year of instruction are considered to be "meaningful" in Borman, G.D., Hewes, G.M., Overman, L.T. & Brown, S. (2003) Comprehensive School Reform and Achievement: A Meta-Analysis. Reviews Educational Research, 73 (2), 125-230.
Closing the Achievement Gap between Native Americans and Whites with Read Right
The Kalispel Tribe of Indians funded a Read Right small group tutoring project to be established in Havermale High school in Spokane, Washington. The Tribe stipulated that Native students be given priority for participation. Because of this, virtually all students tutored were Native American. The project started in the spring of the year, after the tenth grade Washington Assessment of Student Learning (WASL) had been administered for the 2004-2005 school year. As is shown in the graph below, there was a significant achievement gap in favor of the whites on the reading portion of the test. After just one year of participation in the Read Right small group tutoring program, the achievement gap was reversed. (The cohorts aren’t identical from year to year, but there is a large overlap. Students have to meet standard on the test to graduate from high school. If they don’t succeed when they take it in tenth grade, they take it again in 11th and again in 12th.) The results from 2006-2007 show the Native students outperforming the white students and widening the achievement gap in their favor.