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Title:  Evaluation of the Content Literacy Continuum: Report on Program Impacts, Program Fidelity, and Contrast
Description: This study examines impacts of the Content Literacy Continuum (CLC) on high school students' reading comprehension and accumulation of credits in core subject areas. The Content Literacy Continuum (CLC) combines whole-school and targeted approaches to supporting student literacy and content learning, using instructional routines and learning strategies developed by the University of Kansas Center for Research on Learning. The study used a randomized design and involved 33 high schools in nine school districts within four Midwestern states. The study found no statistically significant impacts of CLC on reading comprehension or accumulation of core credits.
Online Availability:
Cover Date: December 2012
Web Release: December 19, 2012
Publication #: NCEE 20134001
Center/Program: NCEE
Associated Centers: REL
Authors: William Corrin, Marie-Andrée Somers, Nathan E. Myers, and Janell K. Smith: MDRC, James J. Lindsay, Coby V. Meyers, and Christopher A. Condon: American Institutes for Research
Type of Product: Evaluation Report
Questions: For questions about the content of this Evaluation Report, please contact:
Erin Pollard.