Principal Investigator
Mathematica
Project Description
This is a retrospective correlational study of student academic performance based on data from 113,825 students in 313 schools who had access to CommonLit 360 instructional materials, including School Essentials PRO student assessment materials (e.g., professional development, administrator data dashboards, benchmark assessments), during SY 2021-22. The research team examined the relation between teacher utilization of CommonLit materials and student academic achievement and other student-reported outcomes for those students taught by teachers with high levels of utilization (defined as those teachers who taught at least 10 lessons from CommonLit instructional units) compared to those with low levels of utilization.
Research Questions
- How is teachers’ use of CommonLit 360 associated with students’ reading achievement growth?
- How does students’ reading growth differ between classrooms with high and low levels of CommonLit 360 utilization?
- How is teachers’ use of CommonLit 360 associated with student-reported outcomes?
Key Findings
Students with teachers highly utilizing CommonLit 360 saw more statistically significant academic growth in reading than students in comparison group classrooms. Teachers who taught more CommonLit 360 units of instruction saw 2.1 months greater growth in their students’ reading skills than students of teachers in the comparison group. Students in the high utilization group grew 0.27 standard deviations, which represents more than expected learning in one school year (Hill et al, 2007), with an overall effect size of +0.07 difference between the two groups.
Study Citation
Retrieved from https://blog-content.commonlit.org/new-study-of-commonlit-360-demonstrates-positive-gains-on-student-reading-achievement-and-teacher-practice/.
The Key Findings above were reproduced from the published report and do not necessarily reflect interpretation of Overdeck Family Foundation staff.
