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Scaling Up an Early Reading Program: Relationships Among Teacher Support, Fidelity of Implementation, and Student Performance Across Different Sites and YearsVanderbilt University
University of Notre Dame
Vanderbilt University
University of Minnesota
University of Texas Pan American
Vanderbilt University
Successful implementation of evidence-based educational practices at scale is of great importance but has presented significant challenges. In this article, the authors address the following questions: How does the level of on-site technical assistance affect student outcomes? Do teachers’ fidelity of treatment implementation and their perceptions of school climate mediate effects on student performance? Using a randomized control trial at scale, the authors examine Kindergarten Peer Assisted Learning Strategies, which previously has been shown to be effective in increasing student reading achievement. Analyzing data from 2 years and three sites, the analyses show that the level of on-site technical support has significant effects on reading achievement gains, are robust across multiple sites, and are mediated by fidelity of implementation within teachers’ classrooms.
Key Words: early reading achievement • implementation fidelity • randomized control trial • peer-assisted learning strategies
Educational Evaluation and Policy Analysis, Vol. 30, No. 4,
368-388 (2008) 
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