This presentation summarizes initial findings from Lauren Goldberg's program evaluation of a voluntary high school reading program, Outstanding Books Challenge (OBC), a program created by Julie Goldberg at Northern Highlands Regional High School in Allendale, NJ.

1. Outstanding Books Challenge:
A Program Evaluation of a Voluntary
High School Reading Program
Research Team:
Lauren Goldberg (PI)
Alexandria Garino
Presentation:
Lauren Goldberg
Preliminary Findings from an Ongoing Study

2. Context
 Northern Highlands Regional
High School, Allendale, New Jersey
 Public secondary school, grades
9-12
 State test scores place students
in the 99th percentile for English
and 97th percentile for math
 Mrs. Julie Goldberg, high
school librarian
 Creator of the
Outstanding Books
Challenge program (OBC)
 Sole administrator of the
program
Program Site Client
Source: New jersey school performance report (2012-2013): Northern highlands
regional high school. Retrieved from
http://www.state.nj.us/education/pr/1213/03/033700050.pdf

3. Outstanding Books Challenge (OBC)
• A voluntary reading program unique to this high
school, open to all students, grades 9-12
• The program runs from the start of the school year
until May 1st
• Participants read 5-15 books from Young Adult
Library Services Association’s “Outstanding Books for
the College Bound” book list; the list has 5 genre
categories; participants must read at least 1 book
per category
• Participants write a 1-2 page (250-500 word) review
of each book to receive credit
Source: Goldberg, J. Library/Media center: Outstanding books. Northern Highlands
Regional High School. Retrieved from http://www.northernhighlands.org/Page/72

4. Purpose of Evaluation
• To determine the effectiveness of OBC towards meeting the
long-term goal of encouraging reading for pleasure
• To learn more about participants’ perceptions of the
program
Objectives (developed with the client)
1. Determine to what extent OBC promotes reading for
pleasure
2. Ascertain participants’ perceptions of OBC while they are
completing the program
3. Ascertain participants’ perceptions of OBC after
completing the program
Objectives:

5. Methodology
Participants:
students currently enrolled in the high school who:
a.) completed the program during a previous school year
b.) are first-time participants this year
Recruitment:
 Participants were identified from Mrs. Goldberg’s
program records
 The principal emailed an consent form to potential
participants’ parents
 106 parents were contacted; 12 students took the survey
so far (11.32% response rate)
Incentive:
The school principal provided a $20 Barnes & Noble gift card

6. Methodology
• 29-item survey with a mix of 4-point Likert
scale questions, multiple-choice questions,
and open-ended questions
• Questions on demographics, reading attitude,
and perceptions of OBC (during and after)
• Questions on reading attitude adapted from
PIRLS reading questionnaire
Source: PIRLS 2011 student questionnaire. (2011). International Association for the
Evaluation of Educational Achievement. Retrieved from
https://nces.ed.gov/surveys/pirls/pdf/P11_Student%20Q_USA_final.pdf
Instrument:

7. Results
Initial motivation to participate in OBC:
83.33% OBC looks great on my college application
66.67% I love to read
58.33% I like to choose my own books
58.33% Exposure to new ideas and new points of view
41.67% A prize (Barnes & Noble gift certificate)
33.33% Improved vocabulary and reading comprehension
33.33% Better scores on the SAT Critical Reading section
33.33% My family would be proud of me
33.33% My English teacher would be impressed
25% I thought I’d enjoy OBC books more than the ones
my
teacher assigned

8. Results
Continued motivation to participate in OBC:
83.33% OBC looks great on my college application
50% I love to read
41.67% I like to choose my own books
41.67% Exposure to new ideas and new points of view
41.67% My family would be proud of me
33.33% A prize (Barnes & Noble gift certificate)
33.33% Improved vocabulary and reading comprehension
25% Better scores on the SAT Critical Reading section
25% An end-of-the-year celebration
16.67% My English teacher would be impressed
16.67% I am not motivated to complete OBC

9. Results
What is difficult about OBC?
Reading books that do
not interest me (83.33%)
Writing the book reviews
Working independently (0%)
Finishing all of the books and
reviews on time
Too few reminders about
deadlines
Balancing OBC with my
other schoolwork and
activities (66.67%)

10. Results
Attitude towards reading before OBC
I disliked reading a lot (0%)
I disliked reading a little
(8.33%)
Neutral (16.67%)
I liked reading a little
(16.67%)
I liked reading a lot
(58.33%)

11. Results
How did OBC affect your attitude towards
reading?
It made me like reading a lot
less (0%)
It made me like reading a
little bit less (8.33%)
No change (58.33%)
It made me like reading a
little bit more (25%)
It made me like reading a lot
more (18.33%)

12. Open-Ended Results
Students’ suggestions to improve the OBC program
(themes):
• Expand book choices
• Revise category requirements
• Increase reminders and/or extend deadlines
• Eliminate or revise review requirement

13. Results
Would you recommend OBC to a friend?
(100% responded “Yes”)

14. Conclusions
• Students are motivated to participate in the program by
extrinsic and intrinsic rewards (e.g., college application, a
love of reading). These continue to be the top two
motivators throughout the program.
• All participants would recommend OBC to a friend.
• Students who already like to read are attracted to OBC;
44.33% of participants reported that OBC made them like
reading more.
• Suggestions for improvement include expanding book
choices, increasing support for students’ choosing of
books, revising review guidelines, providing additional
reminders and time management support.