Research to Practice: Leader Workshops
What we teach isn’t some side bar issue in American education: it is American education.
Steiner, D. (2017). Curriculum Research: What We Know and Where We Need to Go. Johns Hopkins School of Education
The research is increasingly clear that quality curriculum matters to student achievement. What’s more, there is emerging evidence to suggest that quality curriculum has a larger cumulative impact on student achievement than many common school improvement interventions – and at a lower cost.
Steiner, D., Magee, J., & Jensen, B. (November, 2018). What we teach matters: How quality curriculum improves student outcomes. Learning First and Johns Hopkins Institute for Education Policy
Academic success, as defined by high school graduation, can be predicted with reasonable accuracy by knowing someone's reading skill at the end of grade 3. A person who is not at least a modestly skilled reader by the end of
third grade is quite unlikely to graduate from high school.
Gredler, G. R. (2002). Snow, CE, Burns, MS, & Griffin, P.(eds.)(1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press