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Mapping the K-3 Reading Improvement Sector in New York City (Jan, 2015 - present)

Mapping the K-3 Reading Improvement Sector in New York City (2015-present)

This project provides information and insights that support efforts to build the capacity for improving reading instruction and student outcomes at the K-3 level in New York City.  The term “Reading Improvement Sector” refers to the collection of programs offered by “intermediary” and support organizations that work with schools to improve reading performance. The project documents the central goals and approaches of the programs in this sector and identifies trends and gaps in the support these programs provide. Social network surveys are also being used to map the relationships among these programs and to document the extent to which their work is coordinated. To date, the project has provided an initial assessment of the capacity of the programs at work in this sector and has established a baseline that future projects will build on to track the evolution of this sector over the next three to five years. Tracking the evolution of the Sector will make it possible to document the extent to which gaps in goals, services and outcomes are being addressed over time.  In turn, that information can be used to explore the impact that policies and other initiatives to improve reading instruction and outcomes in New York City are having on the development, coordination, and effectiveness of the sector overall.

To carry out this work, the project addresses a series of questions including:

  • What kinds of programs are working in the K-3 Reading Improvement Sector?
  • With whom do these programs work?
  • How are these programs connected to one another?
  • What are the connections, overlaps, and gaps in the work of these programs?
  • What are the implications for further development of the Reading Improvement Sector?

Key activities

  • Phase I - Identifying Programs: Phase I focused on establishing an initial overview of programs working in New York City Public Schools to improve reading outcomes at the K-3 level.
  • Phase II - Mapping the Goals, Focus, Audiences, and Outcomes of the K-3 Reading Improvement Sector: Phase II provides a detailed review of a representative sample of the programs and identifies trends, areas of overlap, and gaps in the goals, services, and theories of action at work in the sector.
  • Phase III- Documenting the Social Networks Among K-3 Reading Improvement Programs:  Phase III uses social network analysis to document the extent to which the sample programs are connected to on another and to explore the sources of funding and reading expertise that they draw upon.

This project is supported by the Brook Astor Fund for New York City Education and the New York Community Trust.

For more information, contact Thomas Hatch, or Meesuk Ahn,


Ahn, M., Hatch, T., Ferguson, D., & Rumberger, A. (2017). The Role of Intermediary Organizations in Building the Capacity for Improving Reading Outcomes.  Paper presented at the Annual Conference of the American Educational Research Association, San Antonio, TX.

Hatch, T., Ahn, M., Ferguson, D., & Rumberger, A. (2016). Mapping the Reading Improvement Sector in New York City: Initial Findings. NCREST. 

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