Program Description
Future Forward is an early literacy intervention that provides a support system for kindergarten through third grade students struggling with reading that integrates one-on-one tutoring and family engagement. FF leverages a school-community-family partnership strategy to address the literacy needs of both students and families. Within FF program sites, each building has an assigned site manager, who is typically a certified teacher, and a family engagement coordinator (FEC). The site manager manages the tutoring activities, which includes the hiring of, generally paraprofessional, tutors to conduct one-on- one tutoring and coordinates with the school and teachers to schedule sessions around core instruction classes. The FEC is responsible for family outreach and communication, which involves monthly family events and ongoing contacts to help facilitate literacy development outside of school. The individual tutoring sessions vary based on the skills and interests of the students. Areas of focus during the sessions can include a focus on letter sounds, phonological awareness, shared readings, tutor read aloud, leveled/instructional readings, and writing activities. FF sites are expected to provide students with a minimum of three 30-minute tutoring sessions per week and to communicate with families at least two times per month.
Future Forward is a freestanding program, using customized curriculum and dedicated staff, with the full collaboration of school administrators and classroom teachers. Future Forward staff work with a child’s home and learning community toward the ultimate goal for all students to read at grade level by the end of third grade.
Program Outcomes
Future Forward has been rigorously evaluated through multiple independent studies using both randomized control trials and regression discontinuity designs. A two-year randomized control trial across seven low-income Milwaukee schools (N=576) found statistically significant gains in foundational literacy skills (ES = +0.23), with 90% of struggling readers meeting literacy benchmarks, compared to 33% in the control group. A 2018–19 regression discontinuity study across 12 schools in Wisconsin and South Carolina showed a positive, though not statistically significant, effect size of +0.16 on standardized literacy growth, despite implementation challenges and a limited sample. In 2020–21, a modified version of the program was tested in nine schools across three states during COVID-19 and yielded a non-significant but positive effect size of +0.09. A one-semester version in 2021–22, evaluated in three schools in Wisconsin and Alabama, showed significant reading gains (+0.30 on Star Reading, +0.31 on DIBELS). Across all studies, Future Forward has demonstrated consistent improvements in reading outcomes, supporting its “Strong” evidence rating for literacy.
It should also be noted that Future Forward has “Strong” evidence ratings for Family Engagement and Attendance.
Staffing Requirements
Depends on number of children served per school. Working with an average of 30 highest-need struggling readers per elementary school requires 1 Program Manager, 1 Family Engagement Coordinator, and 6.5 FTE tutors.
Technology
Computers and internet required for virtual implementation. No student technology required for in person implementation.