View in EDS

Progress and Potential: School System Approaches to Strengthening Literacy Instruction. Summary Brief

Saved in:
Bibliographic Details
Title: Progress and Potential: School System Approaches to Strengthening Literacy Instruction. Summary Brief
Language: English
Authors: Lauren Cassidy, Katrina R. Woodworth, C. J. Park, SRI Education
Source: SRI Education, a Division of SRI International. 2025.
Availability: SRI International. 333 Ravenswood Avenue, Menlo Park, CA 94025. Tel: 650-859-2000; e-mail: customer.service@sri.com; Web site: https://www.sri.com/
Peer Reviewed: N
Page Count: 8
Publication Date: 2025
Sponsoring Agency: Charles and Lynn Schusterman Family Philanthropies
Document Type: Reports - Research
Descriptors: Literacy, Literacy Education, Reading Instruction, Educational Improvement, Urban Schools, School Districts, Instructional Materials, Reading Skills, Reading Comprehension, Faculty Development
Geographic Terms: Texas, Maryland (Baltimore), North Carolina, Virginia (Richmond)
Abstract: In 2024, Schusterman commissioned SRI to conduct an independent study of four districts receiving support from Charles and Lynn Schusterman Family Philanthropies (Schusterman) to build upon and improve their literacy programs. The study examines Schusterman's theory that strengthening and aligning district and school supports, providing focused professional learning, and increasing the consistent and skillful use of high-quality instructional materials (HQIM) will result in higher quality instructional practices and improved student literacy outcomes.?In the study's first year (2024-25), SRI researchers investigated literacy instruction in K-5 classrooms and the systems in place to support it. They found that all the districts were deeply invested in improving their literacy programs and supports. District leaders and literacy staff were committed to setting and communicating a clear vision and instructional priorities for literacy, and they were working to align messages across central office teams. All districts had adopted HQIM, which teachers were implementing across the board, and all were providing literacy-focused professional learning to teachers. At the same time, gaps remained in the depth of both foundational skills and comprehension-focused instruction. Many teachers pointed to the need for additional time for and focus on literacy professional learning, particularly with regard to the district-adopted curricula.
Abstractor: As Provided
Entry Date: 2026
Accession Number: ED679870
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED679870
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: ED679870
AccessLevel: 3
PubType: Report
PubTypeId: report
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Progress and Potential: School System Approaches to Strengthening Literacy Instruction. Summary Brief
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Lauren+Cassidy%22">Lauren Cassidy</searchLink><br /><searchLink fieldCode="AR" term="%22Katrina+R%2E+Woodworth%22">Katrina R. Woodworth</searchLink><br /><searchLink fieldCode="AR" term="%22C%2E+J%2E+Park%22">C. J. Park</searchLink><br /><searchLink fieldCode="AR" term="%22SRI+Education%22">SRI Education</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22SRI+Education%2C+a+Division+of+SRI+International%22"><i>SRI Education, a Division of SRI International</i></searchLink>. 2025.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: SRI International. 333 Ravenswood Avenue, Menlo Park, CA 94025. Tel: 650-859-2000; e-mail: customer.service@sri.com; Web site: https://www.sri.com/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 8
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: Charles and Lynn Schusterman Family Philanthropies
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy+Education%22">Literacy Education</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Improvement%22">Educational Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Schools%22">Urban Schools</searchLink><br /><searchLink fieldCode="DE" term="%22School+Districts%22">School Districts</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Materials%22">Instructional Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Skills%22">Reading Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Texas%22">Texas</searchLink><br /><searchLink fieldCode="DE" term="%22Maryland+%28Baltimore%29%22">Maryland (Baltimore)</searchLink><br /><searchLink fieldCode="DE" term="%22North+Carolina%22">North Carolina</searchLink><br /><searchLink fieldCode="DE" term="%22Virginia+%28Richmond%29%22">Virginia (Richmond)</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: In 2024, Schusterman commissioned SRI to conduct an independent study of four districts receiving support from Charles and Lynn Schusterman Family Philanthropies (Schusterman) to build upon and improve their literacy programs. The study examines Schusterman's theory that strengthening and aligning district and school supports, providing focused professional learning, and increasing the consistent and skillful use of high-quality instructional materials (HQIM) will result in higher quality instructional practices and improved student literacy outcomes.?In the study's first year (2024-25), SRI researchers investigated literacy instruction in K-5 classrooms and the systems in place to support it. They found that all the districts were deeply invested in improving their literacy programs and supports. District leaders and literacy staff were committed to setting and communicating a clear vision and instructional priorities for literacy, and they were working to align messages across central office teams. All districts had adopted HQIM, which teachers were implementing across the board, and all were providing literacy-focused professional learning to teachers. At the same time, gaps remained in the depth of both foundational skills and comprehension-focused instruction. Many teachers pointed to the need for additional time for and focus on literacy professional learning, particularly with regard to the district-adopted curricula.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED679870
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED679870
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 8
    Subjects:
      – SubjectFull: Literacy
        Type: general
      – SubjectFull: Literacy Education
        Type: general
      – SubjectFull: Reading Instruction
        Type: general
      – SubjectFull: Educational Improvement
        Type: general
      – SubjectFull: Urban Schools
        Type: general
      – SubjectFull: School Districts
        Type: general
      – SubjectFull: Instructional Materials
        Type: general
      – SubjectFull: Reading Skills
        Type: general
      – SubjectFull: Reading Comprehension
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Texas
        Type: general
      – SubjectFull: Maryland (Baltimore)
        Type: general
      – SubjectFull: North Carolina
        Type: general
      – SubjectFull: Virginia (Richmond)
        Type: general
    Titles:
      – TitleFull: Progress and Potential: School System Approaches to Strengthening Literacy Instruction. Summary Brief
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: SRI Education
      – PersonEntity:
          Name:
            NameFull: Lauren Cassidy
      – PersonEntity:
          Name:
            NameFull: Katrina R. Woodworth
      – PersonEntity:
          Name:
            NameFull: C. J. Park
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 12
              Type: published
              Y: 2025
          Titles:
            – TitleFull: SRI Education, a Division of SRI International
              Type: main
ResultId 1