TY  - JOUR
AB  - This study examines the extent to which state adoption of Science of Reading (SoR)-aligned policies was associated with changes in fourth-grade reading achievement. Using longitudinal state-level panel data from 2003-2024 and quasi-experimental difference-in-differences (DiD) methods, the study estimates relationships between SoR policy adoption and NAEP Grade 4 reading outcomes. Findings suggest that SoR-aligned reforms are associated with modest but gradually emerging improvements in reading achievement, with stronger effects observed at longer post-adoption periods. Effects are not uniformly distributed across student groups, with more consistent positive associations observed for White students and students not eligible for free or reduced-price lunch. Results further suggest that coordinated policy environments may matter more than individually adopted literacy policies.
AU  - Bason, Florence
AU  - Redding, Christopher
PY  - 2026
ST  - Legislating Literacy: Estimating the Impact of State-Level Science of Reading Reforms on Reading Test Scores
TI  - Legislating Literacy: Estimating the Impact of State-Level Science of Reading Reforms on Reading Test Scores
UR  - http://www.edworkingpapers.com/ai26-1616
ER  -