Progress and Potential: School System Approaches to Strengthening Literacy Instruction 

Summary

SRI Education is partnering with Charles and Lynn Schusterman Family Philanthropies to conduct research aimed at improving K–5 student literacy outcomes, strengthening district systems, and enhancing professional learning.  

Funded by Schusterman Family Philanthropies, this SRI-led study focuses on instructional practices, implementation of district-adopted instructional materials, literacy-focused professional learning, and student achievement in Aldine Independent School District, Baltimore City Public Schools, Guilford County Schools, and Richmond Public Schools. 

Through actionable, high-quality research, the study seeks to inform continuous improvement.  

Full description of project work

Charles and Lynn Schusterman Family Philanthropies invests in School System Partnerships to strengthen K–8 literacy across urban school systems. Schusterman supports efforts to help school systems build the vision and forge essential partnerships with technical assistance providers and other organizations to improve the conditions that can significantly improve K–8 literacy results, including implementing instructional materials and aligned professional learning, building literacy capacity across all educator levels, and increasing community engagement. The theory of action undergirding these efforts proposes that improving district and school conditions, deepening implementation of instructional materials, and aligning professional learning opportunities will result in higher quality instructional practices and improved student outcomes.  

In 2024, Schusterman commissioned SRI Education to conduct an independent study of districts supported by the foundation and committed to this theory of action. Through this study, we attend to the role of district systems, use of district-adopted instructional materials, and professional learning in supporting effective literacy practices. By examining how these systems interact and influence instructional delivery, our research seeks to generate actionable insights to strengthen classroom teaching and district-level supports towards the goal of improving student literacy outcomes. 

In 2024–25, SRI researchers examined literacy instruction in K–5 classrooms and teachers’ experiences with instructional materials, professional learning, and school and district conditions. In each district, SRI researchers (1) observed the literacy blocks of K–5 classrooms in a set of focal schools using the Tools for Equitable Reading Instruction protocol; (2) surveyed K–5 teachers in focal schools; (3) observed professional learning community meetings across grade levels; (4) interviewed K–5 teachers, instructional coaches, and principals, as well as district staff; and (5) examined student literacy outcomes.  

What will the study focus on?

• Understanding how district systems, instructional materials, and professional learning support effective literacy instruction.
• Informing the continuous improvement of each district’s literacy initiatives and the foundation’s supports for districts.
• Enhancing the overall impact of the initiative and district efforts to improve student literacy outcomes.

What will districts participating in this study learn?

• How instructional practices support students in developing foundational literacy and text-based comprehension skills.
• The extent to which professional learning activities align with attributes of high-quality professional learning.
• How teachers describe school and district conditions for instructional improvement, the professional learning they receive, their mindsets for teaching, and their use of instructional materials.

Through the partnership with SRI, participating districts are contributing to an innovative initiative aimed at advancing the quality of literacy instruction in school districts across the country. The findings will provide district leaders and educators with the research and evidence to make informed decisions that enhance literacy outcomes for all students. This project offers a unique opportunity for partners and educators to engage in research that drives meaningful improvements in literacy education.

Clients and partners

• Charles and Lynn Schusterman Family Philanthropies

Associated fields of research