Evaluating the Long-Term Impact of the Read Alliance Program

This study seeks to evaluate the long-term impact of Read Alliance’s programming on Teen Leaders, young students (READers), and school communities. Through a mixed-methods research approach, we will collect and analyze qualitative and quantitative data to assess how participation in Read Alliance influences Teen Leaders' academic and career trajectories, enhances early literacy outcomes for young students, and influences student growth as observed by teachers and school leaders/admin. We will conduct interviews and surveys with multiple stakeholders, including current and former Teen Leaders, families, and school administrators, to understand their experiences and perspectives. The study will explore how Read Alliance fosters leadership development, college and career readiness, and educational equity. Additionally, we will examine the ways families and educators perceive the program’s impact on students' academic confidence and success. Findings will inform program improvements and demonstrate the value of Read Alliance’s model in advancing literacy and youth workforce development.

Community Partner: 

Read Alliance (READ)

Project Team:

 

 

Marcos Clander

Marcos Clander

Senior Director of Program & Partnerships | Marcos Clander brings over a decade of experience in youth development and program leadership. Marcos earned his B.A. in Sociology from Stony Brook University and a Master’s in Public Policy from Rutgers University.

Danielle Guindo

Danielle Guindo

Executive Director at Read Alliance | Danielle Guindo has nearly two decades of senior non-profit experience. She specializes in managing education-focused programs for children and youth. She holds a B.A. from the University of Maryland, College Park, and an M.S.W. in Research from Fordham University.

Elizabeth Gil

Dr. Elizabeth Gil

Associate Professor in Educational Leadership, Administration, and Policy at Fordham University | Elizabeth Gil is a faculty member in the Educational Leadership, Administration, and Policy Division at Fordham University’s Graduate School of Education. She holds a Ph.D. in K–12 Educational Administration from Michigan State University and previously taught in New York City public schools for over a decade.