The Confluence of Two Policy Mandates: Core Reading Programs and Third‐Grade Retention in Florida

Abstract

Using multiple analytic methods, we examined the fit between 2 concurrent policy mandates in Florida—the adoption of core reading programs in high‐poverty schools, and the retention of third graders who scored at the lowest levels on the state assessment. We first examined 2 contemporary third‐grade basal reading programs for the guidance offered teachers who teach a range of learners. We found that 1 program (F) included significantly more preparation for reading and independent practice, and more instruction in vocabulary and fluency; the other program (C) included significantly more comprehension segments, particularly questioning to develop interpretations. In the second phase of the study, we examined the relation between these programs and student achievement. We found an inverse relation between poverty and achievement, regardless of program. Similarly, there were no significant differences between programs for students who achieved at average levels. Nonetheless, significantly more students in program C achieved at the lowest test level, failing third grade, and significantly more students in program F achieved at the highest level. Juxtaposing our analysis of the core programs against the achievement test results, we offer tentative explanations of the differential influence and limitations of both core programs, suggesting that such curriculum standardization may further disadvantage the lowest‐achieving readers.