Abstract
This article documents the evaluations of the New Primary Grades Reading System (NRS). NRS was implemented in a variety of settings, and the evaluations track the implementation from the early stages of pilot testing through large-scale adoption of the program. Accompanying contrasts were made within a single school, within a school district, and across districts. This approach to evaluation followed the naturally occurring process of implementation of the innovation and provides convergent evidence as to its effects. The accumulation of evidence regarding the success of an innovation across settings allows for greater confidence in the conclusions drawn.
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