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Study snapshot: Using enhanced coaching of teachers to improve reading achievement in grades preK-2 in Chicago Public Schools


This brief presents key findings from the study of reading outcomes in the Chicago Public Schools’ P-2 Balanced Literacy Initiative. Using administrative data and teacher interviews, the study compared reading achievement of preK-2 students in schools that provided coaching of teachers and schools that did not use coaching.

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Fact Sheets & Briefs

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

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