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Gaskin and Associates Consulting Group, LLC
NNPS proposal
October 8 2026
34
Evidence for instruction and phased expansion
Instructional practices and coaching
The IES foundational-reading guide rates sound–letter awareness and decoding instruction as
supported by strong evidence, and daily connected-text reading by moderate evidence. Its
recommendations concern classroom practice in kindergarten through grade three. Use them to
check the proposed service and implementation, not to promise a local test-score increase. [S41]
Kraft, Blazar and Hogan’s 2018 synthesis of 60 causal-design studies reports pooled effects of 0.49
standard deviations on instruction and 0.18 on achievement. Much of the evidence concerns early-
years and elementary literacy coaching. Larger effectiveness trials produced smaller effects than
small efficacy studies. This supports a measured coaching investment with protected time and fidelity
checks; the pooled effect is not an NNPS forecast. The author-hosted abstract was reviewed. [S42]
A regional example with mixed outcomes
Virginia Beach’s historical Seatack An Achievable Dream evaluation describes a K–2 start followed by
one grade per year. In 2015–16, 79% of tested program pupils were at or above the spring reading
benchmark, compared with 65% and 75% in two comparison groups. Discipline measures were better
that year, but attendance was lower in both years examined. [S40, pp 1–4]
The analysis used matched comparisons, not random assignment; pupils had to attend at least half
the year, and the matching data differed between years. The March 2017 evaluation concerns a
bundled program and an earlier assessment system. It illustrates phased implementation and the
need to report unfavorable outcomes alongside gains, not a proven effect for a new NNPS satellite.
[S40]
Translate the evidence into delivery
Before launch
During operation
Before expansion
Confirm adopted materials,
teacher preparation and a viable
schedule.
Record services delivered, coach
contact, staff continuity and
attendance.
Compare learning and access with
the stated comparator and report
uncertainty.
Publish the targeted need and
eligible roster or offer rules.
Track participation, declined offers
and unequal barriers.
Update costs and staff loads for
the next scale; do not multiply a
small-study effect.Jump to an indexed page (48 of 48)