{"id":249,"date":"2026-10-14T17:04:46","date_gmt":"2026-10-14T17:04:46","guid":{"rendered":"https:\/\/sedso.io\/blog\/?p=249"},"modified":"2026-10-14T17:04:46","modified_gmt":"2026-10-14T17:04:46","slug":"legislating-literacy-estimating-the-impact-of-state-level-science-of-reading-reforms-on-reading-test-scores","status":"publish","type":"post","link":"https:\/\/sedso.io\/blog\/2026\/10\/14\/legislating-literacy-estimating-the-impact-of-state-level-science-of-reading-reforms-on-reading-test-scores\/","title":{"rendered":"Legislating Literacy: Estimating the Impact of State-Level Science of Reading Reforms on Reading Test Scores"},"content":{"rendered":"<p><a href=\"https:\/\/edworkingpapers.com\/sites\/default\/files\/ai26-1616.pdf\">Florence Bason and Christopher Redding<\/a>:<\/p>\n<blockquote><p>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.<\/p><\/blockquote>\n","protected":false},"excerpt":{"rendered":"<p>Florence Bason and Christopher Redding: 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&hellip;<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-249","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"_links":{"self":[{"href":"https:\/\/sedso.io\/blog\/wp-json\/wp\/v2\/posts\/249","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sedso.io\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/sedso.io\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/sedso.io\/blog\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/sedso.io\/blog\/wp-json\/wp\/v2\/comments?post=249"}],"version-history":[{"count":1,"href":"https:\/\/sedso.io\/blog\/wp-json\/wp\/v2\/posts\/249\/revisions"}],"predecessor-version":[{"id":250,"href":"https:\/\/sedso.io\/blog\/wp-json\/wp\/v2\/posts\/249\/revisions\/250"}],"wp:attachment":[{"href":"https:\/\/sedso.io\/blog\/wp-json\/wp\/v2\/media?parent=249"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sedso.io\/blog\/wp-json\/wp\/v2\/categories?post=249"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sedso.io\/blog\/wp-json\/wp\/v2\/tags?post=249"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}