Principal Investigator
Douglas Ready – University of Wisconsin – Madison
Project Description
This study evaluates the impact of CommonLit’s CL360 program, a comprehensive literacy curriculum and instructional support model, on middle school students’ language and reading achievement. Using a comparative interrupted time series design, the study will analyze outcomes for students in treatment schools implementing CL360 compared to matched comparison schools using business-as-usual curricula. The multi-year study includes large-scale administrative data on state assessment outcomes, as well as surveys and qualitative fieldwork to examine implementation fidelity, teacher experiences, and contextual factors influencing effectiveness. The research will also explore how impacts vary across student subgroups and levels of program implementation, providing insight into how comprehensive literacy models function at scale.
Research Questions
- What is the impact of CL360 on middle school students’ ELA achievement?
- How do impacts vary by student subgroups and levels of implementation fidelity?
- How is CL360 implemented in schools, and what factors support or hinder effective implementation?
