Marcus Graduation

Catch Up & Read's results are impressive, especially when recognizing that our after-school tutoring targets the very lowest performing students on campus, giving them additional time and repetition that low performing students require. Compared to campus peers, Catch Up & Read students are:

  • Eight times more likely to advance from Tier 3 where students required intense intervention, to Tier 1 where students are proficient readers and able to learn from class-wide instruction.
  • Two and a half times more likely to advance to the next tier level.


Measurable Results

For the 2016-17 school year, CAR provided services on six Dallas ISD elementary campuses, serving 230 at-risk students, 38 teachers and delivered more than 800 hours of professional development for teachers and over 16,500 hours of after-school programming.

In 2016-17, 87% of CAR students made academic gains. Of those students:

  • 94% reached grade level reading
  • The students averaged 1.2 grade level growth
  • 85% made double digit percentile gains
  • They averaged 23 percentile point gains
  • 61% ended the year in Tier 1, the highest reading proficiency level

CAR schools outperformed district averages on STAAR exams.

A result of CAR training, teachers develop a cohort of campus literacy leaders, including Carol Shelton, who credits CAR for being named DISD's 2016-17 Teacher of the Year. Improved teacher effectiveness, better morale and increased tenure is evidenced. 


Lasting Improvements

  • Students display increased desire to engage in reading, improvements in behavior and higher self-esteem at home and in school.
  • Parents and students reflect pride in student accomplishments.
  • Teachers participating in our program show consistent targeted intervention practices, improved morale and enhanced collaborative teaching skills.
  • Schools show increased fidelity to research based reading practices, moving the bar for 100% of students to experience higher reading proficiencies.
  • CAR results outperform national trends for intervention with low performing students.