Patterns in Literacy Curriculum Adoption and Low-SES 3rd Grade Reading Achievement: Evidence from California

• In Event: Science of Reading Legislation's Effects and Their Mechanisms: Studies of Legislation from Three States

Abstract

This study examines the relationship between K-3 literacy curriculum and third-grade reading achievement among low-SES students in California. Using data from over 4,000 public elementary schools and linking curriculum adoption to Smarter Balanced ELA scores, the analysis finds that associations between curriculum and achievement vary by school poverty level. In the highest-poverty schools, Wonders and National Geographic are linked to substantially higher achievement than Heinemann programs grounded in the three-cueing method. These findings offer large-scale quantitative evidence relevant to current debates over the “science of reading,” suggesting that curriculum choices may matter most in schools serving students with the greatest academic need.

Author

• Jacob Rowley, University of Southern California