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A sweeping industry of over 100 intermediary organizations and support providers has emerged in New York City to help public schools improve K-3 reading outcomes, says new report. 

New research  from the National Center for Restructuring Education, Schools & Teaching (NCREST) provides the results of a project designed to document the role of external support providers and their impact on grade-level reading outcomes in NYC. NCREST researchers Thomas Hatch (CPRE, Teachers College), Meesuk Ahn, Daniel Ferguson, and Alyson Rumberger mapped the relationships between a sample of programs that provide support for improving K-3 reading outcomes and the NYC public elementary schools to which they partner. By making these relationships visible, the study shows the extent to which students from different backgrounds and schools access valuable information, resources, and expertise, and the extent to which programs are in a position to increase their collective impact through coordination and collaboration.