Theoretical soundness, proven effectiveness, and implementation fidelity of the HOSTS language arts program among children identified as at-risk in urban elementary schools / Barbara V. Sensac, Matthew K. Burns

In order to fully evaluate the quality of evidence for any educational innovation, research is needed regarding consistency with theory, demonstrated effectiveness, and consistent implementation. The Help One Student to Succeed (HOSTS) Language Arts program was specifically mentioned in the No Child Left Behind act as a program that incorporates community involvement to improve student reading skills. However, few published studies exist with which the quality of evidence could be evaluated. The current study examined existing research regarding theoretic sound- ness and demonstrated effectiveness, and conducted a study to examine the large- scale fidelity of implementation. Participants consisted of 51 elementary schools in urban areas, and 1,354 students. Results suggested that a high level of fidelity was obtained significantly more frequently than could be expected, and students in HOSTS programs that were implemented in a consistent manner achieved better reading outcomes. Potential implications for practice are included.

Psychology.