When we began with CLI in 2004, 49% of our children met our benchmarks in literacy at the end of kindergarten. Over the next 3 years, we gradually involved every kindergarten classroom, special education, and ESOL teacher in a structured program of CLI professional development, with the result that last year, 81% of our children met the exit benchmark. With CLI’s help, we built a more coherent curriculum, and we have embedded exemplary practice.
An unfortunate truth about education in the United States is that children who do not learn to read will never do well in school, and they will rarely succeed in the workplace. There is broad and growing recognition that the American educational system is failing to provide an adequate literacy education to children in high-poverty, high-minority districts, and that this failure jeopardizes our country’s future economic health and national security.
Our success is due to an unyielding commitment to promoting effective, evidence-based practices for teaching reading and writing. Included are links to some of the research studies which inform our program design.
External analyses confirm CLI’s position as an “exemplar agent” in improving student reading scores, and verify the efficacy of our approach to raising the quality of literacy instruction in pre-kindergarten through third grade classrooms.