Results

Book Trust Infographic 2014

Evaluation

Book Trust seeks to make a change in the lives of children, and that change is grounded in research and evaluation. Our ongoing evaluation efforts demonstrate Book Trust programs are doing exactly what we think they are doing: generating an interest in and excitement for reading and learning, improving literacy skills, and increasing family and parental engagement in reading at home.

During the 2013-2014 school year, Book Trust operated in communities in 12 states and delivered 685,000 books into the hands of over 31,000 children. Since 2001, Book Trust has provided over 3.5 million books to kids.

Book Trust 2013-2014 Evaluation Results

Greater Interest in and Excitement for Reading and Learning

  • 97.9% of Book Trust teachers tell us their students demonstrate enjoyment in reading.

  • Book Trust students are more likely to see reading as a “great” or “interesting” way to spend time than students in other reading programs.

  • Teachers tell us, as a result of participation in Book Trust their students demonstrate increased engagement in other subjects. In fact, Book Trust students are five times more likely to be engaged in other subjects as a result of their reading program than students in non-Book Trust reading programs.

  • 60% of Book Trust teachers “strongly agree” their students are more excited and willing to read, compared to only 13% of teachers whose students participate in other reading programs.


Improved Literacy Skills

  • Book Trust classrooms saw a nearly 30% increase in the number of students reading at grade level by year’s end.

  • Nearly 60% of Book Trust teachers report Book Trust positively affected students’ scores on standardized reading assessments, versus 25% of teachers whose students are involved in other reading programs.

  • Book Trust students have higher confidence in their reading skills than non-Book Trust students. They are also more likely to see reading as important and to think people who read are interesting.

  • On average, nearly 90% of Book Trust students report they will read over the summer for fun, a 10% increase over non-Book Trust students.


Increased Family Engagement in Reading

  • Over three-fourths of Book Trust teachers agree the Book Trust program has positively affected the lives of their students families, compared to only 12.5% of teachers whose students are involved in other reading programs.

  • Nearly four times as many teachers report their students’ involvement in Book Trust provided ways for parents to learn about and support their child’s interests and education as opposed to teachers whose students were involved in non-Book Trust reading programs.

  • When asked how adults at home encourage them to read, Book Trust students report greater encouragement than non-Book Trust students on every measure, including talking about books, reading aloud, and helping with homework.

 

Each year Book Trust students and teachers complete a survey to measure Book Trust's impact on students' reading skills, attitudes, and behaviors. This year, evaluation response rate was 65% for teachers and 63% for students, yielding a sample size of 1,039 and 10,626 respectively. Book Trust also gathers comparison data by surveying students and teachers participating in other reading programs. The sample size for comparison school data was 15 teachers and 449 students. Comparison schools are selected based on their similarity to Book Trust schools. 

 

 

External Evaluation

Book Trust conducted an external evaluation to examine the impact of the Book Trust program on students’ reading proficiency as measured by the Texas Assessment of Knowledge and Skills (TAKS).  This external report highlights the impact of Book Trust initiatives on student growth and student self-perceptions and habits about reading in Bryan ISD and College Station ISD during the program years of 2008-2012. Click here for a one-page summary.

As indicated in the report written by Dr. Cynthia Williams at Texas Christian University and Dr. Jimmy Byrd at the University of Northern Texas, overall, the Book Trust initiatives as implemented in Bryan ISD and College Station ISD at Kemp Elementary and College Hills Elementary had many positive reading outcomes on the students who participated in the program. Most students self-reported: 

  • Their reading skills had improved as a result of receiving Book Trust books
  • They enjoyed reading and sharing books with friends in their free time
  • They preferred to read for an hour or more each day
  • A variety of family members also enjoyed reading their Book Trust collections
  • Their Book Trust books had become very special to them

With regard to growth, statistical analyses revealed that participating in Book Trust initiatives over time was correlated with more positive performance on statewide literacy assessments. Specifically:

  • By the third year of participation in the Book Trust program, student participants outperformed their non-Book Trust peers.

Specific statistics supporting all of these findings are included here.