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This CCERC project will examine the experiences of teachers and administrators implementing new culturally responsive, evidence-based literacy curricula aligned to the Science of Reading and Connecticut’s Literacy Strategy in grades K-3.

This evaluation focuses on districts that received ARPA-Right to Read grant funds that are not applying for a waiver and are implementing new reading curriculum models or programs in the 2023-2024 school year.

This mixed methods study will identify the curricula and program districts selected, the experiences of teachers and administrators in designing and implementing new reading curriculum and programs and the effectiveness of the resultant programs. To the extent that data allow, the evaluation will examine effects of the programs on teacher instruction and student learning.

This is not an evaluation of the curriculum itself, but rather is a study on the experiences of teachers and administrators as they implement new curricula aligned to Connecticut’s Literacy Strategy and the impact on student learning.