Evaluation of Content Literacy Continuum (CLC)

Corrin, W., Lindsay, J. J., Somers, M-A., Myers, N. E., Myers, C. V., Condon, C. A., & Smith, J. K. (2012). Evaluation of the Content Literacy Continuum: Report on Program Impacts, Program Fidelity, and Contrast. (NCEE2013-4001). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.

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.