Project Activities
The research team will collect student and teacher data from VDOE’s longitudinal data system. They will also gather state instructional spending data, the number of literacy specialists employed each year, and funding allocations and curricular decisions for literacy education reported by school divisions. After data preparation, the research team will conduct a longitudinal pre-post policy analysis, using descriptive statistics, factor analysis, linear modeling, and between group and within group comparisons. Specifically, they will leverage the longitudinal data structure of Virginia’s data system to predict literacy outcomes for subgroup students from early childhood to the late elementary grades; identify heterogeneity in literacy growth for subgroup students from elementary to middle school; and assess the benefits of investment in a high-quality literacy education for K-6 subgroup students pre-and-post VLA. The research team will engage in research translation activities with division and school leaders during each of the project years, both in person and online.
Structured Abstract
Setting
The project takes place in the state of Virginia and includes students from 100% of its school divisions (n = 132) representing city, suburban, rural, and town communities.
Sample
The project includes all students in grades K-8 enrolled in Virginia public schools during the school years 2021-28 (estimated annual K-8 enrollment n = 823,779). Within this population, the focus of this project is on students from five subgroups: Black students, Hispanic students, English learners, students from economically disadvantaged communities, and students with literacy difficulties in these subgroups.
The Virginia Literacy Act (VLA) is a comprehensive, multifaceted policy designed to (1) reverse K-8 declines and accelerate literacy achievement; (2) ensure K-3 learners meet reading benchmarks; (3) support at-risk readers; and (4) provide evidence-based instructional strategies to teachers. The VLA has mandated that teachers use instruction that is grounded in the science of reading and has required that school divisions document their methods of providing a high-quality education through selection of curricula, hiring of reading specialists, and funding allocations.
Research design and methods
This project will employ a longitudinal policy analysis including descriptive statistics, linear modeling, and between and within group comparisons. In year 1, following preparation of the data, the research team will conduct a psychometric evaluation of early literacy tools and predict annual literacy outcomes for students in grades 1-3 from data collected pre- (2021-2024) and post-VLA (2025-28) for students in the subgroups. In year 2, they will compare literacy growth between and within groups of students. In year 3, they will conduct descriptive analyses of the benefits of state and division investments in a high-quality literacy education for K-6 subgroup students.
Control condition
The research team will compare pre- and post-VLA differences in (1) the association between early literacy assessment tools and literacy outcomes, (2) as well as differences in student literacy growth across subgroups.
Key measures
Key measures include grades 1-3 student literacy screening measures, annual English standards of learning (SoL) measures (grades K-6), and brief English SoL growth measures (grades 3-8), state instructional spending, the number of literacy specialists employed each year, and funding allocations and curricular decisions for literacy education reported by school divisions.
Data analytic strategy
To predict literacy outcomes, the research team will conduct a psychometric evaluation using multi-group confirmatory factor analysis, followed by regression analyses. To assess literacy growth, they will employ latent growth modeling (LGM). They will use descriptive statistics to capture the benefits of state and division investments in literacy education for subgroup members, pre-and-post VLA.
State decision making
The project team will address the VDOE’s critical needs and support its decision making on leveraging the state longitudinal data system to identify practices that benefit student learning in literacy and for which groups students in which schools. Findings of this project will inform policymakers regarding student literacy growth pre- and post-VLA.
People and institutions involved
IES program contact(s)
SubAwardee(s)
Products and publications
The project team will produce the following research and communication products: 14 policy briefs, 3 research papers, data sets containing quantitative data, data tables summarizing pre-and-post VLA state and school division funding allocations associated with literacy achievement, and a set of communication tools for dissemination and translation with division and school leaders. The team will present findings at national, state, and local conferences. All products, data tools, and communication strategies will be designed to enhance implementation of the Virginia Literacy Act, improve literacy outcomes for subgroup members, and closing achievement gaps.
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Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
