Started in the 2012-2013 school year, the Houston Independent School District's Secondary Reading Initiative hoped to increase achievement, in terms of STAAR test-score gains, for secondary-school students who have struggled with reading. To achieve this goal, the District has applied a “double dosage” policy, where students scoring below predetermined STAAR and Stanford Achievement Test thresholds were required to enroll in a reading remediation course in addition to their regularly-scheduled English and language arts classes. This report tracks the results of those efforts.
An Evaluation of the Secondary Reading Initiative
