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James J. Kemple
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Understanding Reading First
What We Know, What We Don’t, and What’s Next
Policy Brief
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2009. Corinne Herlihy, James Kemple, Howard Bloom, Pei Zhu, and Gordon Berlin.
Studies of Reading First released in 2008 found no overall effect on student reading comprehension, and the program was eliminated in 2009. However, the research findings were more nuanced than was widely reported, and they offer lessons for policymakers making critical choices today about how the federal government can best support the teaching of reading to young children.
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The Enhanced Reading Opportunities Study
Findings from the Second Year of Implementation
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U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance
2008. William Corrin, Marie-Andrée Somers, James J. Kemple, Elizabeth Nelson, and Susan Sepanik, with Terry Salinger and Courtney Tanenbaum.
This report presents findings from the second year of the Enhanced Reading Opportunities (ERO) study, a demonstration and random assignment evaluation of two supplemental literacy programs — Reading Apprenticeship Academic Literacy and Xtreme Reading — that aim to improve the reading comprehension skills and school performance of struggling ninth-grade readers.
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Career Academies
Long-Term Impacts on Labor Market Outcomes, Educational Attainment, and Transitions to Adulthood
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2008. James J. Kemple with Cynthia J. Willner.
Eight-year findings on Career Academies — a popular high school reform that combines academics with career development opportunities — show that the programs produced sustained employment and earnings gains, particularly among young men. Career Academy participants were also more likely to be living independently with children and a spouse or a partner.
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Reading First Impact Study
Interim Report
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U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance
2008. Beth C. Gamse, Howard S. Bloom, James J. Kemple, and Robin Tepper Jacob.
This report, written by Abt Associates and MDRC and published by the U.S. Department of Education’s Institute of Education Sciences, finds that Reading First increased the amount of time that teachers spent on the five essential components of reading instruction, as defined by the National Reading Panel. While Reading First did not improve students' reading comprehension on average, there are some indications that some sites had impacts on both instruction and reading comprehension. An overview puts these interim findings in context.
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The Enhanced Reading Opportunities Study
Early Impact and Implementation Findings
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U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance
2008. James J. Kemple, William Corrin, Elizabeth Nelson, Terry Salinger, Suzannah Herrmann, and Kathryn Drummond
This report presents early findings from a demonstration and random assignment evaluation of two supplemental literacy programs that aim to improve the reading comprehension skills and school performance of struggling ninth-grade readers. On average, the programs produced a positive, statistically significant impact on reading comprehension among students.
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Making Progress Toward Graduation
Evidence from the Talent Development High School Model
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2005. James J. Kemple, Corinne M. Herlihy, and Thomas J. Smith.
Talent Development, a high school reform initiative, produced substantial positive effects on attendance, academic course credits earned, tenth-grade promotion, and algebra pass rates for students in very low-performing schools in Philadelphia.
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The Talent Development Middle School Model
Context, Components, and Initial Impacts on Students’ Performance and Attendance
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2004. Corinne M. Herlihy and James J. Kemple.
During the first three years of implementation in six urban schools, The Talent Development Middle School model—an ongoing, whole-school reform initiative—had a positive impact on math achievement for eighth-graders but appeared to produce no systematic improvement in outcomes for seventh-graders.
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The Talent Development High School Model
Context, Components, and Initial Impacts on Ninth-Grade Students’ Engagement and Performance
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2004. James J. Kemple and Corinne M. Herlihy.
An examination of the implementation and early impacts of Talent Development, a whole-school reform initiative, found that the model produced substantial gains in ninth-grade students’ course completion and promotion rates.
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Career Academies
Impacts on Labor Market Outcomes and Educational Attainment
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2004. James J. Kemple with Judith Scott-Clayton.
Career Academies produced substantial and sustained improvements in earnings of young men after high school, without limiting opportunities to attend college.
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Career Academies
Impacts on Students’ Initial Transitions to Post-Secondary Education and Employment
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2001. James J. Kemple.
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A Regression-Based Strategy for Defining Subgroups in a Social Experiment
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2001. James J. Kemple, Jason C. Snipes with Howard Bloom.
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The Family Transition Program
Final Report on Florida's Initial Time-Limited Welfare Program
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2000. Dan Bloom, James J. Kemple, Pamela Morris, Susan Scrivener, Nandita Verma,
Richard Hendra with Diana Adams-Ciardullo, David Seith, Johanna Walter.
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Career Academies
Impacts on Students' Engagement and Performance in High School
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2000. James J. Kemple, Jason C. Snipes.
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Career Academies
Building Career Awareness and Work-Based Learning Activities Through Employer Partnerships
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1999. James J. Kemple, Susan M. Poglinco, Jason C. Snipes.
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The Family Transition Program
Implementation and Three-Year Impacts of Florida's Initial Time-Limited Welfare Program
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1999. Dan Bloom, Mary Farrell, James J. Kemple, Nandita Verma.
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The Family Transition Program
Implementation and Interim Impacts of Florida's Initial Time-Limited Welfare Program
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1998. Dan Bloom, Mary Farrell, James J. Kemple, Nandita Verma.
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The Family Transition Program
Implementation and Early Impacts of Florida's Time-Limited Welfare Program
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1997. Dan Bloom, James J. Kemple, Robin Rogers-Dillon.
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Career Academies
Communities of Support for Students and Teachers—Emerging Findings from a 10-Site Evaluation
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1997. James J. Kemple.
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Career Academies
Early Implementation Lessons from a 10-Site Evaluation
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1996. James J. Kemple and JoAnn Leah Rock.
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Florida's Project Independence
Benefits, Costs, and Two-Year Impacts of Florida's JOBS Program
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1995. James J. Kemple, Daniel Friedlander, and Veronica Fellerath.
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Florida's Project Indepence
Program Implementation, Participation Patterns, and First-Year Impacts
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1995. James J. Kemple, Joshua Haimson.
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The National JTPA Study
Site Characteristics and Participation Patterns
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1993. James J. Kemple, Fred Doolittle, John W. Wallace.
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