Abstract
This mixed method study examines standardized reading testing outcomes at two Texas schools to determine the correlation between Neuhaus Education Center’s literacy interventions and improved literacy outcomes. Standardized testing scores from before and after Neuhaus intervention are examined at Harlingen and Lufkin ISD, as well as two cohort studies at Lufkin ISD. The State of Texas Assessments of Academic Readiness (STAAR) data is utilized, Istation’s Indicators of Progress (ISIP), and Pre-K Longitudinal scores. Mixed methods are used including surveys from administrators, a retrospective cohort study, and a relative comparison study. The results show that students have achieved significant improvements in standardized reading scores after Neuhaus intervention in both Harlingen ISD and Lufkin ISD.
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