With the Manchester, NH School District and the Center for the Advancement of Art-Based Literacy at the University of New Hampshire, RMC conducted an evaluation of two innovative writing and art models, using a quasi-experimental design to assess impacts on student achievement in reading, writing, and the use of art as language. The evaluation incorporated both standardized assessment and independent measures with students in grades 1-4 and involved approximately 1500 students every year over three years. The evaluation produced promising findings particularly for traditionally low-performing subgroups such as Title I and economically disadvantaged students, Special Education students, English language learners, and boys. Link to report: Picturing Writing Final Report.
Visit the Picturing Writing website.