70 Future Forwards: Exploring Frontiers in Education
The difference between beginning and end of year assessment data6
gives us a good indication of student growth. Further, a comparison of
growth between sample and control schools allows us to understand the
impact of our program.
Across 7 of the 9 parameters of measurement, the sample group
showed greater growth than the control group in every single
parameter (see Figure 5). Students in the sample group showed
an improvement in letter-sound association that was seven times
higher than the control group at the end of the year. This makes
sense as a majority of the first semester was spend teaching
students how to recognize lower case letters and what their
Reading accuracy of students in the sample group improved
almost twice as much as the reading accuracy of the control
group by the end of the year (see Figure 6).
Compared to the beginning of the year, sample group students
could read the given passage one and a half times faster than the
control group (see Figure 7).
We did not find a significant difference in reading comprehension
between the beginning and end of year in our sample group. This
has implications for how we design our program for year two.
Figure 5: Comparison of Growth across 7 Parameters of Measurement in the English