Impact of Elementary Content-Based Literacy Curriculum: Quasi-Experimental Results After Three Years

• In Event: AERA Roundtable Session 5
  In Roundtable Session: Evaluation and Instructional Interventions in Schools

Abstract

Content-based literacy curricula aim to develop the background knowledge that is critical for accessing complex texts. This is a relatively new approach for early elementary, with little analysis on the multi-year effects of such an approach. This study uses a panel dataset coming from a large urban school district and a difference-in-differences research design to provide estimates of the causal effect of up to three years exposure to content-based literacy curriculum on elementary students. Results indicate that the curriculum has a directionally positive and statistically insignificant impact on a standardized reading assessment.

Authors

• Patrick D. Rich, Harvard University & Charlotte-Mecklenburg Schools

• James Kim, Harvard University

• Ethan Scherer, Harvard University