%0 Journal Article
%T The Impact of Knowledge-Building Curricula on Reading Achievement: Closing the Poverty Gap
%A Amanda E. Coleman
%A James P. Concannon
%J Creative Education
%P 3663-3689
%@ 2151-4771
%D 2022
%I Scientific Research Publishing
%R 10.4236/ce.2022.1311233
%X The purpose of this study was to examine the effects of knowledge-building curricula on closing the opportunity gap between students from lower socioeconomic backgrounds compared to more affluent peers. Data consisted of fourth through eighth-grade students¡¯ reading achievement levels on state-</span><span style=\"white-space:normal;font-family:&quot;\">&nbsp;</span><span style=\"white-space:normal;font-family:&quot;\">wide summative reading assessments from 2015 to 2019 attending US school districts implementing, and not implementing, knowledge-building curricula. Of the school districts implementing knowledge-building curricula, four separate knowledge-building curricula were analyzed among six experimental districts. We found statistically significant differences in the frequencies of students performing at varying proficiency levels between districts that implemented a knowledge-building curriculum versus districts that did not. A greater frequency of students than expected who were attending school districts implementing a knowledge-building curriculum was performing at higher proficiency levels compared to matched controls in twenty-two of twenty-seven comparisons. Overall, our study found that there is evidence to the claim that exposure to knowledge-building curricula closes the opportunity gap in reading achievement for students residing in economically disadvantaged environments.
%K Knowledge-Building
%K Curriculum
%K Reading
%K Poverty
%U http://www.scirp.org/journal/PaperInformation.aspx?PaperID=121506