State Policy Approaches to Disciplinary Literacy: Learning from Colorado, Michigan, and Oregon

• In Event: Reimagining K–12 Disciplinary Literacy: Access, Engagement, and Innovation Across Subjects

Abstract

Objectives: This presentation examines how three states—Colorado, Michigan, and Oregon—are developing and implementing disciplinary literacy policies to support student literacy learning beyond foundational skills. As a pilot study for a broader state scan, this research aims to identify initial patterns in policy frameworks and implementation strategies that can inform both future state-level initiatives and expanded research on disciplinary literacy policy across additional states.

Theoretical Framework: The research is grounded in disciplinary literacy literature, particularly the work of Shanahan and Shanahan (2008, 2012) and Moje (2015), which emphasizes that effective literacy instruction must honor the distinct ways knowledge is constructed and communicated across academic disciplines such as science, history, and mathematics. The study also draws on policy implementation theory to understand how state-level initiatives translate into classroom practice.

Methods: This pilot state scan employed a comparative case study approach to examine disciplinary literacy policies across three strategically selected states representing different stages of policy development. Data collection involved systematic searches for policy artifacts using targeted search terms combined with each state education agency name. Additionally, semi-structured interviews were conducted with 1-2 literacy officials from each state education agency who possessed expertise in disciplinary literacy initiatives.

Data Sources: Evidence included state policy documents, frameworks, standards, professional development materials, and implementation guides from Colorado, Michigan, and Oregon. Interview data provided additional insider perspectives. All collected resources were synthesized into state-specific briefs and summarized using a rubric focused on developing vision, building capacity, and practicing disciplinary literacy.

Findings: This pilot study reveals that states approach disciplinary literacy policy development through markedly different pathways, with distinct strategies for policy formulation, guidance provision, resource development, and implementation support. Colorado embeds disciplinary literacy as one of four pillars in their "Best, First Instruction" model and integrates it throughout their 2020 academic standards. Michigan operates through collaborative partnerships between state agencies, intermediate school districts, and universities, producing comprehensive implementation resources but facing constraints from competing legislative priorities focused on early literacy. Oregon distinguishes disciplinary literacy from foundational skills through their newly published Adolescent Literacy Framework, emphasizing career readiness and cultural relevance while working to build district awareness and secure implementation funding. These preliminary observations suggest that successful disciplinary literacy policy may emerge through multiple viable approaches, warranting expanded investigation across additional states to better understand which strategies prove most effective under different state contexts and governance structures.

Significance: This pilot research contributes to understanding how states can effectively support disciplinary literacy instruction to prepare students to read and write in a variety of disciplines. The findings align with the AERA 2026 theme by examining how states are building on historical literacy research to construct new visions for content-area instruction that prepares students for future academic and workforce success. The preliminary findings provide a foundation for expanded research that can offer more comprehensive insights for education leaders and researchers seeking to understand effective approaches to strengthening literacy instruction by bridging the gap between foundational reading skills and the sophisticated literacy demands students encounter in secondary content areas.

Authors

• Rachel Grimes Tripathy, WestEd

• Amanda Nabors, WestEd

• Edrick Willie Borja Sabalburo, WestEd