First Look: WITS Volunteer Program Evaluation 2015-16

The data is coming in and here is the first look at WITS’ impact for the 2015-16 school year. Read more to see how WITS is making a difference through volunteer-powered literacy enrichment and stay tuned for the complete Evaluation Report.

WITS Kindergarten (WITSK)
Complete results from 100 WITSK students, 94 Non-WITS students

  • 95% of WITSK students improved their reading levels from beginning of program year to end of program year – up 3% from 2015-16.
  • WITS students improved, on average by 4 reading levels from beginning of the program year to end of the program year. This outcome is measured using Fountas and Pinnell (F&P) reading levels and Text Reading Comprehension (TRC) assessments. Non-WITS students demonstrated an improvement of 3.5 reading levels. The national average is a growth of 4 reading levels in kindergarten.
    • NOTE: WITS uses both Fountas and Pinnell and TRC for kindergarten as many of our students enter K at the “pre-reading levels.” Meaning they are measured by the TRC assessment at “print concepts,” “reading behaviors” “beginning reader.” Essentially these students have not even reached level A on Fountas and Pinnell yet. It is a slow moving process to get students through the pre-reading stage. We had a lot of WITSK students in this stage this year.
  • According to teacher reported surveys, 51% of WITSK students improved their overall attitude toward reading from beginning of program year to end of program year.

Mid-Day Mentoring (MDM)
Complete results from 123 MDM students, 115 Non-WITS students

  • 90% of WITS MDM students improved their reading levels from beginning of program year to end of program year – up 3% from 2015-16
  • WITS students improved, on average by 4 Fountas and Pinnell reading levels from beginning of program year to end of program year, whereas non-WITS students demonstrated an improvement of 3 reading levels. The national average is a growth of 3 reading levels.
  • 70% of WITS students improved their overall attitude toward reading from beginning of program year to end of program year.
  • By end of program year, 89% of WITS students said they enjoy reading for fun at home.
  • By end of program year, 90% of WITS students said they enjoy finishing and starting a new book.

Workplace Mentoring and WITS on Campus (WPM/WOC)
Complete results from 138 WPM/WOC students, 119 Non-WITS students

  • 95% of WITS WPM/WOC students improved their reading level from beginning of program year to end of program year.
  • WITS students improved, on average, by 5.5 Fountas and Pinnell reading levels from beginning of program year to end of program year. Non-WITS students improved by 4 reading levels. The national average is a growth of 3 reading levels for grades 4,5 and 6. Once you’ve reached 7th and 8th grade you should be reading at level X,Y or Z which is considered fluent, adult reading.
  • 55% of WITS WPM/WOC students improved their overall attitude toward reading from beginning of program year to end of program year.
  • 39% of Workplace Mentoring students were reading at levels T through Z based on the Fountas and Pinnell Benchmark Assessment System. Students reading at levels T through Z have reached their plateau in reading ability and can make the leap into lifelong reading enjoyment.