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The tutoring uses the Orton-Gillingham approach with volunteer tutors meeting twice weekly for 45 minutes in under-resourced Charlotte schools. Data from 19 schools across three academic years (2021-22 to 2023-24) are analyzed using propensity score matching to address baseline differences. 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Positive effects were especially evident in the 2023-24 academic year with enhanced tutor training and progress monitoring.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},583236,1792165730,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962084928904,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","| CEMETR-2025-02 DECEMBER 2025 | CEME\u003Cbr>Technical Report |\n| --- | --- |\n|  |  |\n| The Center for | Educational Measurement and Evaluation |\n| A PUBLICATION OF THE CENTER FOR EDUCATIONAL MEASUREMENT AND EVALUATION | Program Evaluation for Augustine Literacy Project-Charlotte\u003Cbr>Qiao Liu\u003Cbr>Carl D. Westine\u003Cbr>Richard Lambert\u003Cbr>|\n\nProgram Evaluation for Augustine Literacy Project-Charlotte  \nQiao Liu, M.A.  \nCarl D. Westine, Ph.D.  \nRichard Lambert, Ph.D.  \nCenter for Educational Measurement and Evaluation University of North Carolina at Charlotte December 2025  \nTable of Contents  \nExecutive Summary ....................................................................................... i  \nList of Tables and Figures .............................................................................. ii  \nProject Overview ......................................................................................... 1  \nThe Evaluation Team .................................................................................... 2  \nProject Scope .............................................................................................. 4  \nMethods ..................................................................................................... 6  \nResults ..................................................................................................... 13  \nDiscussion .................................................................................................23  \nConclusions ...............................................................................................26  \nReferences .................................................................................................27  \nExecutive Summary  \nThe evaluation examined the effectiveness of the Augustine Literacy Project-Charlotte (ALP) tutoring in improving early literacy skills among students in early elementary grades. This tutoring program is based on the Orton-Gillingham approach and utilizes volunteer tutors meeting twice per week for 45 minutes with students from under resourced schools in Charlotte, NC. Specific attention was placed upon assessing effects associated with cumulative technology and data-driven program enhancement efforts to improve training and promote standardization during tutor sessions, which were realized in year three. Administrative datasets were obtained from 19 Charlotte-Mecklenburg elementary schools over three academic years (2021-22, 2022- 23, and 2023-24). At baseline, students who received ALP tutoring (treatment group) differed from non-participating peers (untreated group) in both demographic characteristics and initial literacy (i.e., DIBELS) scores. To address these pre-existing differences, propensity score matching (PSM) was employed to create statistically comparable groups for outcome analysis.  \nOverall, students who received ALP tutoring demonstrated greater gains in literacy skills as measured by DIBELS composite scores than their matched peers. Positive effects, though not always statistically significant, were consistently observed among first-grade students across all three years. For second graders, positive treatment effects were evident in two of the three years. Furthermore, during the 2023-2024 academic year when ALP operated with enhanced tutor training, implementation guidelines, and progress monitoring, participation in ALP was associated with enhanced outcomes for students: both first and second graders in the ALP group showed statistically significant literacy gains compared to their matched counterparts, and there were substantial increases in the percentage of students who were performing at or above grade level in reading skills by the end of the academic year.  \nSummary of Key Findings  \n● On average and as intended, students in the ALP group began the school year with substantially lower literacy scores compared to their peers. Specifically, ALP treated first graders scored approximately 10 points lower, an","cbCaiaeEZCqLRV6a","https://ap.wps.com/l/cbCaiaeEZCqLRV6a","pdf",1467110,32,"English","# Executive Summary\n# List of Tables and Figures\n# Project Overview\n# The Evaluation Team\n# Project Scope\n# Methods\n# Results\n# Discussion\n# Conclusions\n# References","[{\"question\":\"What is the purpose of the Augustine Literacy Project-Charlotte (ALP) evaluation?\",\"answer\":\"The evaluation assesses the effectiveness of ALP tutoring in improving early literacy skills among students in early elementary grades.\"},{\"question\":\"How were the analysis groups made comparable for outcome evaluation?\",\"answer\":\"Propensity score matching (PSM) was used to create statistically comparable treatment and untreated groups, addressing pre-existing differences at baseline.\"},{\"question\":\"What were the key findings regarding literacy gains?\",\"answer\":\"Students receiving ALP tutoring showed greater gains in literacy skills on DIBELS composite scores than their matched peers. Positive effects were especially evident in the 2023-24 academic year with enhanced tutor training and progress monitoring.\"}]","Program Evaluation for Augustine Literacy Project-Charlotte | PDF",1792046391,81]