The Status of Implementation of The NYC Reads 365 Program: Basis for a Proposed Program Enhancement

Abstract

This study investigated the extent of awareness and participation of parents and students in the implementation of the NYC Reads 365 Program, as assessed by the parents, students, and the school librarian. The researcher used the descriptive-correlation research design to secure evidence concerning an existing situation. Specifically, the extent of awareness and participation of parents and students in the NYC Reads 365 Program, and to test the association between the respondents’ extent of awareness and extent of participation. The results of the study revealed that both the student and parent-respondents have “moderate awareness “and “moderate participation” in the implementation of the NYC Reads 365 Program. The researcher discovered that there was a significant relationship between the student respondents’ extent of awareness and extent of participation in the conduct of the NYC Reads. The R-value indicated that the higher the students’ extent of awareness, the higher the extent of their participation. Lower awareness also indicated lower participation. The researcher also discovered a significant relationship between the parent respondents’ extent of awareness and extent of participation in the conduct of the NYC Reads. The R-value indicated that the higher the parents’ extent of awareness, the higher the extent of their participation, and lower awareness also indicated lower participation. Based on the findings of the study, it can be concluded that the status of implementation of the NYC Reads 365 Program that the activities intended to be participated in by the students and parents who are the primary beneficiaries of the program are not fully implemented, the stakeholders of the said program have not fully succeeded in the dissemination and awareness campaigns of the program.