Does Reading Policy Make a Difference? Early Literacy Policy Impacts on Vulnerable Student Populations in 12 U.S. States (Poster 31)

• In Event: AERA Poster Session Wednesday 12:40 p.m.
  In Poster Session: Critical Quantitative Studies of Curriculum

Abstract

The results of the National Assessment of Educational Progress (NAEP) demonstrate that many children are not on track to read proficiently. In efforts to improve literacy outcomes, more than 37 states passed legislation focused on improving literacy practices and students’ achievement. This study used state average 4th grade reading NAEP data from 12 states with comprehensive literacy policies, to determine if there was a significant difference between average learning gains for vulnerable groups (Black students, Hispanic students, and students receiving free and reduced-price lunch) pre-authorization of early literacy legislation and post-authorization.

Author

• Courtney Johnson, CREC Museum Academy