Legislating Literacy: Estimating the Impact of State-Level Science of Reading Reforms on Reading Test Scores

October 2026

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.

Keywords

Science of Reading; literacy policy; reading achievement; state education policy; difference-in-differences, NAEP

Education level

K-12 Education

Topics

Policy, Politics, and Governance