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The process evaluation reviews whether ELI-funded activities complied with grant requirements through analyses of student-level reports submitted by local education agencies. The report also evaluates impact using longitudinal student-level data to estimate short-term changes in grade repetition, ELA course failure, and MCAP score movements, alongside identified limitations and recommendations.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/early-literacy-initiative-final-evaluation-report-january-2024/585248/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/early-literacy-initiative-final-evaluation-report-january-2024/585248.png","ImageObject",300,407,{"name":92,"@type":93},"Aria Callaghan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What period and purpose did the Early Literacy Initiative grant serve?","Question",{"text":112,"@type":113},"The ELI grant was implemented from 2019 to 2022 to support struggling readers. It helped up to 50 qualifying Title I schools implement an evidence-based literacy program to meet literacy proficiency targets by the end of grade 8.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the report evaluate whether ELI activities met grant requirements?",{"text":117,"@type":113},"The report uses a process evaluation based on analyses of student-level reports and data submitted by local education agencies (LEAs). It assesses the extent to which activities adhered to grant requirements.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main findings on student outcome improvements?",{"text":121,"@type":113},"The report finds no compelling evidence that ELI-funded interventions improved outcomes overall. 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Wright, Ed.D.  \nInterim State Superintendent of Schools  \nDr. Deann Collins  \nDeputy State Superintendent Office of Teaching and Learning  \nGeoff Sanderson  \nDeputy State Superintendent Office of Accountability  \nKrishna Tallur  \nDeputy State Superintendent Office of Finance and Operations  \nWes Moore  \nGovernor  \nMARYLAND STATE BOARD OF EDUCATION  \nClarence C. Crawford  \nPresident, Maryland State Board of Education Joshua L. Michael, Ph. D. (Vice President) Shawn D. Bartley, Esq.  \nChuen-Chin Bianca Chang, MSN, PNP, RN-BC Susan J. Getty, Ed. D.  \nDr. Monica Goldson  \nNick Greer  \nDr. Irma E. Johnson  \nDr. Joan Mele-McCarthy, D.A., CCC-SLP  \nRachel L. McCusker  \nSamir Paul, Esq.  \nHolly C. Wilcox, Ph. D.  \nAbisola Ayoola (Student Member)  \nTable of Contents  \nExecutive Summary ..........................................................................................................................................................................3  \nIntroduction ..........................................................................................................................................................................................5  \nEvaluation Framework ....................................................................................................................................................................7  \nData ...........................................................................................................................................................................................................8  \nProcess Evaluation ............................................................................................................................................................................9  \nImpact Evaluation ............................................................................................................................................................................ 17  \nLimitations .......................................................................................................................................................................................... 28  \nConclusion and Discussion......................................................................................................................................................... 29  \nRecommendations .......................................................................................................................................................................... 31  \nAppendix ............................................................................................................................................................................................. 34  \nExecutive Summary  \nThe Early Literacy Initiative (ELI) grant was implemented from 2019 to 2022 to support struggling readers by assisting up to 50 qualifying Title I schools across the state of Maryland to implement an evidence-based literacy program in helping students to meet literacy proficiency targets by the end of grade 8.1 This evaluation report provides evidence on ELIfunded activities. More specifically, the report has two objectives. First, in order to determine the extent to which ELI-funded activities adhered to the requirements of the grant, this report presents evidence from a process evaluation. Secondly, in order to determine the extent to which activities improved student-level academic outcomes, this report presents evidence from an impact evaluation. By presenting a broad range of evidence, the goal of the report is both to understand whether ELI grant-funded activities collectively worked as intended and, if so, to understand why.  \nIn terms of process, the evaluation team carried out an analysis of student-level reports and data submitted by LEAs. T","cbCaijA9uVH7t5F4","https://ap.wps.com/l/cbCaijA9uVH7t5F4","pdf",1439833,48,"English","# Executive Summary\n# Introduction\n# Evaluation Framework\n# Data\n# Process Evaluation\n# Impact Evaluation\n# Limitations\n# Conclusion and Discussion\n# Recommendations\n# Appendix","[{\"question\":\"What period and purpose did the Early Literacy Initiative grant serve?\",\"answer\":\"The ELI grant was implemented from 2019 to 2022 to support struggling readers. It helped up to 50 qualifying Title I schools implement an evidence-based literacy program to meet literacy proficiency targets by the end of grade 8.\"},{\"question\":\"How does the report evaluate whether ELI activities met grant requirements?\",\"answer\":\"The report uses a process evaluation based on analyses of student-level reports and data submitted by local education agencies (LEAs). It assesses the extent to which activities adhered to grant requirements.\"},{\"question\":\"What were the main findings on student outcome improvements?\",\"answer\":\"The report finds no compelling evidence that ELI-funded interventions improved outcomes overall. A statistically significant reduction in grade repetition appears for one cohort (2019-20), but other outcomes are not estimated as statistically significant or robust.\"}]","Early Literacy Initiative Final Evaluation Report - January 2024 | PDF",1792054161,121]