Research is a priority at The Hill Center.  We are pleased to report the following research results, with additional studies on the effectiveness of Hill programs pending.

The Durham Public Schools Reading Achievement Program (RAP)

The Reading Achievement Program (RAP) is an initiative of The Hill Center conducted in collaboration with the North Carolina GlaxoSmithKline Foundation and Durham Public Schools.  RAP is a public school program in which struggling readers are pulled out of their regular classrooms daily for short periods of time to receive specialized instruction. 

Evaluation Report on the First Year Results from the Durham Public Schools Reading Achievement Program (RAP). Research conducted by RTI International.

Evaluation Report on the Final Results from the Durham Public Schools Reading Achievement Program (RAP).
Research conducted by RTI International.

RTI International Results Presentation on Durham Public Schools Reading Achievement Program (RAP).

The Davie County Reading Achievement Program (RAP)

The Reading Achievement Program (RAP) is an initiative of The Hill Center conducted in collaboration with the Mebane Charitable Foundation and Davie County Schools.  RAP is a public school program in which struggling readers are pulled out of their regular classrooms daily for short periods of time to receive specialized instruction. 

RTI International Results Presentation on Davie County RAP and HELP Programs.

The Davie County Hill Early Literacy Program (HELP)

The Hill preschool methodology was first implemented during the 2005-2006 school year in eleven preschools in Davie County, North Carolina. Over 200 students were assessed both at the beginning of the school year and at the end of the school year. However, due to student movement to preschools not participating in the study and one school closing only 173 students were assessed at both the beginning and end of the school year.

Students whose teachers were trained in the preschool methodology showed statistically significant improvement on three measures of pre-literacy:

• print knowledge (early knowledge about written language conventions and form as well as alphabet knowledge)
  
• phonological awareness (the ability to detect and manipulate the sounds in spoken language independent of meaning), and
  
• receptive vocabulary (the bank of words we instantly recognize when listening to someone speak)

As these findings are preliminary, the results and interpretation may be different in the final analysis.

RTI International Results Presentation on Davie County RAP and HELP Programs.

The Oak Hill Reading Achievement Program (RAP) was implemented during the 2005-2006 school year and included twenty-nine students. Students’ ages ranged from seven to eleven years olds. The average number of instructional hours was 37, with a range from 27 to 44 hours. Students in the Oak Hill RAP showed statistically significant improvement on four of the Woodcock-Johnson subtests of achievement in reading.

Evaluation Report on the 2005-2006 School Year Results from The Oak Hill School's Reading Achievement Program (RAP). Research conducted by RTI International.

The Hill Center Achievement Study 1994-2004

The Hill Center Student Achievement Study 1995-2004, was conducted by the Center for Research in Education at RTI International.  Funds to conduct the analysis of ten years of Hill Center student achievement data were provided by an anonymous donor/supporter of The Hill Center’s efforts who wanted to ensure that the outstanding results achieved at The Hill Center are scientifically-validated and made available to a broader public.

Important Research Findings From Analysis of The Hill Center
Historical Data 1995-2004*

• Students who have below average achievement scores when they first enroll in The Hill Center Academic Program, score in the average range in math, reading, and written language after only one year of instruction.
• Students also significantly improve in math, reading, and writing fluency (fluency is a critical component of a student’s ability to perform academically at higher levels).
• Enrolled children benefit equally well from The Hill Center program, regardless of gender, race/ethnicity, or whether they have learning disabilities, attention deficit disorder, or both learning disabilities and attention deficit disorder.  Students of varying IQs, ranging from low average to well-above average, benefit equally well from the Academic Program.
• In summary, students enrolled in The Hill Center Academic Program significantly improve their achievement in math, reading, and written language.

Additional Findings:

• Students at The Hill Center improve their skills in math, reading, and written language at a rate that is faster than that expected for average students of the same age.
• For math and reading, students with below average achievement improve at a faster rate than students with average achievement, who, in turn, improve faster than students with above average achievement.
• Students make the most improvement during their first year at The Hill Center and most students maintain this improvement or make further gains in subsequent years.
• Typically, most Hill Center students have an average score on the math achievement test when they enroll at The Hill Center and score better than the average student after one year.
• Over the past ten years, the minority population at The Hill Center has increased from 8% to nearly 20%.
• Currently, most students attend The Hill Center for two to three years before returning full-time to their regular classrooms.

* Based on 578 students who attended The Hill Center between 1995-2004

For more information, feel free to download the full report (PDF File).