Sarah Novicoff

Can science of reading initiatives work at scale? @Snovicoff and @ProfTDee from @StanfordEd show that science of reading training, paired with flexible funding ($1,000/student) with guardrails, improved academic achievement in CA post-pandemic. bit.ly/41pcNBI

Getting ready for #AEFP2025 and starting to think about what panels to see? Want to learn more about the implementation details of science of reading reforms? Come see me present about the role of autonomy in literacy policy in session 7.03! @aefpweb

Link here: journals.sagepub.com/doi/10.1177/23…

Read my new article for some striking facts about California's English learners, including: - The achievement gap for ELs in ELA shrunk by 20% 2006-15 - 3/4 of ELs who start in kinder. are proficient in English by grade-5 - 1/2 of ELs who start in kinder. reclassified by grade-5

How can we help young struggling readers thrive? Research by @SNovicoff & @loeb_susanna highlights the most effective early literacy tutoring strategies. Discover key insights below! 🔖 Article: studentsupportaccelerator.org/news/lessons-e… 🗂️ Access our Early Literacy Tools: studentsupportaccelerator.org/tools

The most effective programs: ✔️are one-on-one ✔️offered during the school day ✔️have trained tutors ✔️use programs aligned to specific goals ✔️and have a clear plan to assess progress. #EarlyLiteracy #kappanmag @Snovicoff @NSSAccelerator kappanonline.org/lessons-from-t…

ICYMI, in addition to the full report, we now have a brief out!! Read about how learning outcomes for English Learners have changed in California in the last 20 years at the below link⬇️ learningpolicyinstitute.org/product/ca-eng…

Thanks to my amazing co-authors @seanfreardon and @ProfRucker for their mentorship in this work and to the phenomenal team at @LPI_Learning for their support of this work. Read the full report here learningpolicyinstitute.org/media/4403/dow…

Though much literature focuses on ever ELs, that categorization also includes newcomer students who may face different barriers when entering schools later in their educational trajectories. Their trajectories matter too but are not the focus of this piece.

📚New report alert!!📚California’s K-12 policies towards English Learners have changed A LOT in the last two decades (e.g., a new funding system, new instructional materials requirements). So, how have English Learner outcomes changed over that same time period?

Depending on where they grow up, some American students receive considerably less schooling every year than their peers in other areas, according to research from @aerj_journal @MatthewAKraft @SNovicoff, via @The74 @KevinMahnken. the74million.org/article/class-…

@uozek @MatthewAKraft I’m glad the work resonated, Umut!

This one hits pretty close to home as the father of two who have watched a combined six full-length movies at school since they were done with their state tests... Great work by @MatthewAKraft and @SNovicoff!

@eduwonkette_jen Thanks for these kind words, Jen!

To read more, see @MatthewAKraft's excellent thread or @KevinMahnken's great coverage in @The74 this morning. Or, read the article yourself here journals.sagepub.com/doi/10.3102/00… or open-access here edworkingpapers.com/ai22-653.

My big takeaway: Because time affects achievement, we ought to be really careful about interrupting it (e.g., with intercom announcements) or re-structuring it (e.g., four-day school weeks). We also ought to focus on helping kids capture it (e.g., reducing absenteeism).

⏰Did you know that students in TX, NE, AR, MS, and AL attend 1.4 more years of school over a K-12 education than students in HI, NV, ME, OR, and RI?‼️ In a new @aerj_journal article, @MatthewAKraft and I document differences in time and show how much they matter.