School context can shape relative intervention response in myriad ways due to factors, such as instructional quality, resource allocation, peer effects, and correlations between the school context and characteristics of enrolled students (e.g., higher-poverty students attending higher-poverty schools). In the current study, we used data from 16,000 Grade 3 students in a community-based supplemental reading intervention program to investigate the degree to which school context factors (percentage eligible for free/reduced-price lunch [FRPL], school-level achievement) relate to the differences in triannual reading fluency growth rates between students actively receiving supplemental intervention (active recipients) and those that formerly received intervention (and therefore only received general class instruction at this time; former recipients). Using Bayesian multilevel modeling, our findings indicate that school-level FRPL eligibility played a more prominent factor in growth rate differences between these two groups than school-level reading achievement. However, school-level reading achievement was much more strongly related to reading fluency differences between active and former intervention recipients at the beginning of the school year (when controlling for FRPL). Implications for investigating school-level heterogeneity in intervention response and sustainability are discussed.

中文翻译：

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与以前的阅读干预接受者相比，哪些环境支持当前阅读干预者的阅读增长？对学生及其学校的多层次分析


由于教学质量、资源分配、同伴效应以及学校环境和就读学生特征之间的相关性（例如，较高贫困的学生就读较高贫困的学校）等因素，学校环境可以通过多种方式塑造相对干预反应。在当前的研究中，我们使用来自社区补充阅读干预计划的 16,000 名三年级学生的数据来调查学校背景因素的程度（有资格获得免费/减价午餐 [FRPL] 的百分比、学校水平的成绩）与积极接受补充干预的学生（积极接受者）和以前接受干预的学生（因此此时仅接受一般课堂教学；以前的接受者）之间三年阅读流畅度增长率的差异有关。使用贝叶斯多层次模型，我们的研究结果表明，学校级别的 FRPL 资格比学校级别的阅读成绩在这两个群体之间的增长率差异中发挥着更重要的作用。然而，学校水平的阅读成绩与学年开始时主动干预者和前干预者之间的阅读流畅性差异密切相关（控制 FRPL 时）。讨论了调查学校层面干预反应和可持续性异质性的意义。