Progress and Potential: School System Approaches to Strengthening Literacy Instruction 

Abstract

In 2024, Schusterman commissioned SRI to conduct an independent study of four districts receiving support from Charles and Lynn Schusterman Family Philanthropies (Schusterman) to build upon and improve their literacy programs. The study examines Schusterman’s theory that strengthening and aligning district and school supports, providing focused professional learning, and increasing the consistent and skillful use of high-quality instructional materials (HQIM) will result in higher quality instructional practices and improved student literacy outcomes. In the study’s first year (2024–25), SRI researchers investigated literacy instruction in K–5 classrooms and the systems in place to support it. They found that all the districts were deeply invested in improving their literacy programs and supports. District leaders and literacy staff were committed to setting and communicating a clear vision and instructional priorities for literacy, and they were working to align messages across central office teams. All districts had adopted HQIM, which teachers were implementing across the board, and all were providing literacy-focused professional learning to teachers. At the same time, gaps remained in the depth of both foundational skills and comprehension-focused instruction. Many teachers pointed to the need for additional time for and focus on literacy professional learning, particularly with regard to the district-adopted curricula.