The STIR partnership anticipates that schools will report more students at or above early literacy benchmarks relative to prior years¶
Claim · All claims
Evidence · 1 study · designr1·q1
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2022: local conditions change quickly
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q1 i? Schools are expected to report an increased number of students scoring at or above benchmarks on NWEA Map, aimswebPlus, and/or DIBELS relative to prior years. → Strategies to Improve Reading Partnership 2019
Evidence¶
Strategies to Improve Reading Partnership 2019¶
Strategies to Improve Reading Partnership. (2019). Regional Educational Laboratory Midwest, Institute of Education Sciences. https://ies.ed.gov/ncee/edlabs/regions/midwest/
q1 · i? · design · r1
This is the program description's stated long-term outcome, not a measured result: the document anticipates that "there will be an increased number of students scoring at or above benchmarks" on the named assessments. No data, test statistics, or effect sizes are reported.
"Relative to prior years, there will be an increased number of students scoring at or above benchmarks as measured by the NWEA Map, the aimswebPlus and/or DIBELS [Dynamic Indicators of Basic Early Literacy Skills] assessments."
Discussion¶
Related Claims¶
- Virtual 1:1 and 2:1 high-dosage tutoring improved K-2 students' early literacy performance on DIBELS relative to business-as-usual control — related
- IMSE's OG+ improves early literacy outcomes in grades K–3, with effect sizes of +0.33 and +0.21 across two quasi-experimental studies — related
- Daily 15-minute one-to-one virtual tutoring improves first-grade foundational reading outcomes more than standard classroom instruction (ES = +0.21) — related
- A randomized controlled trial of Once found no significant effect on end-of-year DIBELS scores when students received well below the intended dosage — related
- Education Corps high-dosage literacy tutoring raises end-of-year DIBELS Composite scores more than business-as-usual supports for below-benchmark K-3 students — related
- The Once Early-Reading Program improves end-of-year FastBridge Early Reading Composite scores for below-benchmark kindergarten students (quasi-experimental evidence) — related
- High dosage tutoring can produce accelerated academic growth for academically at-risk students if implemented effectively and at proper scale — a broader claim this one bears on
- Air Reading tutoring significantly improved NWEA MAP reading scores in a randomized study of grade 1-6 students (effect size +0.12) — related
- Screening assessment benchmarks indicating significant risk shift up and down on the MCAS scale within and across grades, so students with the same skills may be classified differently at different times — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
stir-anticipated-benchmark-gains |
title |
The STIR partnership anticipates that schools will report more students at or above early literacy benchmarks relative to prior years |
description |
The STIR partnership anticipates that schools will report more students at or above early literacy benchmarks relative to prior years |
status |
review |
evidence_strength |
weak |
newest_evidence |
2019 |
recheck_by |
2022 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — strategies-to-improve-reading-partnership-2019 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.