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LXD Research was engaged by 95 Percent Group to conduct a third-party, mixed-methods efficacy study of their 95 Phonics Core Program (95 PCP) to evaluate the impact on fourth and fifth grade literacy outcomes over the school year 2023-2024. LXD analyzed the formative assessment data from i-Ready, focusing on overall scale scores, subdomains, and performance level growth, as well as the summative assessment data of the Delaware System of Student Assessment's English Language Arts State Test (DeSSA). LXD also conducted qualitative research activities including educator surveys, administrator interviews, and site observations to evaluate the implementation and training from the perspective of participating educators. Results indicated that one year of 95 PCP positively impacted the fourth and fifth grade literacy by improving their i-Ready Overall Scale Scores from beginning-of-year (BOY) to end-of-year (EOY). Additionally, on the DeSSA ELA State Test, both grades significantly improved from Spring 2023 to Spring 2024. The educator insights provided context for our quantitative findings, and showed that there was a learning curve for the fourth and fifth grade classroom teachers regarding both the content and science of reading practices. Teachers did report feeling more comfortable with program use by EOY, and reported meaningful growth in their students' reading abilities. These educator perspectives, paired with the significant quantitative findings, indicated the efficacy of 95 PCP for fourth and fifth grade students.

This study, conducted by LXD Research, evaluates the 95 Phonics Lesson Library (95 PLL), a targeted phonics intervention program in a majority low SES, ethnically diverse midwestern school district from 2023-2024. Using a quasi-experimental mixed-method design, this study compares reading outcomes of fourth and fifth graders using 95 PLL with a similar comparison group in the school district. To assess growth across the school year, Acadience Reading was analyzed at the middle-of-year (MOY), and the Ohio State Test (OST) reading assessment was analyzed at the end-of-year (EOY). MOY results indicated 95 PLL students outperformed their comparison peers in Acadience overall scale scores. These differences were significant for fifth grade students. Likewise, significantly more 95 PLL students "caught-up" and became on or above grade level on the Acadience reading assessment at MOY than their comparison group peers. These mid-year findings were replicated in the EOY analysis of the Ohio State Test (OST), as the fourth and fifth graders significantly outperformed their comparison group peers on OST reading in Spring 2024. Additional qualitative components of the study included educator interviews, surveys, focus groups, and site observations. In these qualitative responses, educators indicated that 95 PLL had a positive impact on student reading outcomes. Several educators observed a "learning curve" to implementing the 95 PLL program as fourth and fifth grade educators expressed a desire for additional training to improve their initial implementation of the program. Site observations of 95 PLL classrooms revealed higher student engagement and frequent use of phonics-focused instructional strategies, whereas comparison classrooms demonstrated lower engagement, minimal phonics instruction, and heavy reliance on technology. Despite some implementation challenges, the findings of this study indicate that 95 PLL implementation was associated with significantly stronger reading achievement than the comparison group, and closing of academic gaps on formative and summative assessments.

State legislators recognized that students in the United States continue to struggle with reading and have begun implementing laws requiring schools to use science of reading-aligned curriculum when teaching reading (Schwartz, 2022). Many students lack the foundational skills to even begin learning how to read in grades K-3 (Kuhfeld et al., 2022). This study evaluates the effectiveness of Heggerty's Bridge to Reading foundational skills curriculum for first-grade students in a rural, diverse southern school district during the 2023-2024 school year. Using a quasi-experimental design, LXD Research compared reading outcomes of first graders using Bridge to Reading (239 students) with a similar comparison group (724 students). The NWEA MAP Growth assessment showed significant reading gains and higher end-of-year scores for Bridge to Reading students relative to the comparison group. The statistical results were supported by positive feedback from educators and administrators implementing the program through interviews and surveys. These findings demonstrate Bridge to Reading's ability to improve reading achievement for first graders.

The COVID-19 pandemic significantly impacted educational outcomes, including reading achievement in grades 3-5, particularly in schools primarily serving high-poverty communities of color. This study evaluates the 95 Phonics Lesson Library (95 PLL), a targeted phonics intervention program, in a low socio-economic status, ethnically diverse, midwestern school district during the 2023-2024 school year. Using a quasi-experimental design, this study compares reading outcomes of fourth and fifth graders using 95 PLL with a similar comparison group of fourth and fifth graders. Acadience Reading and NWEA MAP Growth assessments showed significant growth in reading scores for 95 PLL students relative to the comparison group, especially among the fifth grade students. Supported by positive educator perceptions, these findings demonstrate 95 PLL's potential to enhance reading achievement and close academic gaps.

This study aimed to assess the effectiveness of the Heggerty Bridge to Reading program for first-grade students compared to a business-as-usual reading program by employing a mixed-methods approach encompassing a matched quasi-experimental design, teacher surveys, and interviews. In light of the learning disruptions caused by the COVID-19 pandemic, the study underscores the necessity of explicit reading instruction, with a focus on phonemic awareness and systematic phonics. Results indicate that the Bridge to Reading program, integrating phonemic awareness lessons with daily explicit phonics instruction, significantly improves student achievement on MAP Growth and MAP Fluency formative assessments, leading to higher RIT scores and growth compared to the control group. Analysis of student subgroups reveals significant progress among lower-achieving students, indicating effective support in bridging foundational reading skill gaps from kindergarten. Moreover, the program surpasses the comparison group in meeting projected growth targets, with a greater proportion of students reaching their mid-year growth target. Feedback from educators in the treatment group underscores positive perceptions, with teachers reporting enhanced understanding of reading methods and alignment with literacy development. The study also examines demographic factors and baseline scores, revealing significant impacts in areas such as phonological awareness, phonics, and word recognition. Additionally, the study outlines future steps, including qualitative data collection and end-of-year quantitative analysis, to further elucidate the program's efficacy. These preliminary findings suggest that the Bridge to Reading program holds promise in bolstering student achievement in foundational reading skills, particularly amidst the challenges posed by the COVID-19 pandemic. [This report was published with Heggerty.]

LXD Research analyzed data from 402 students from second and third graders who either participated in using the 95 Phonics Core Program (95PCP) or served as comparison students in a school district in AZ during the school year 2022-2023. This product adds explicit and systematic phonics instruction to the daily reading block. The demographic breakdown of this sample includes 46% Indigenous students and 54% Hispanic students, 65% Low Income, 15% Special Education students, and 15% Limited English Proficient students. Two schools volunteered to use 95PCP as their core reading curriculum and used it for about 30 minutes a day. Three comparison schools with similar demographics and literacy scores created a matched sample and used National Geographic (NatGeo) as their core reading program. The Aimsweb Plus Reading Early Literacy Assessment was conducted at the beginning, middle, and end of year 2023 to understand the programs' impact on reading. Showing promising results, students using 95PCP had fewer students labeled as High Risk on Aimsweb Plus compared to the NatGeo students at the End-of-the-Year for both Indigenous and Hispanic students. Indigenous students in the NatGeo group actually had more students labeled as High Risk at the End-of-the-Year than at the start of the year. There was a significant decrease of students labeled as High Risk for the 95PCP group, but the difference was not significant when compared to the NatGeo group. The findings and rigorous study design support the 95 Phonics Core Program as a comprehensive program that meets the criteria for ESSA Level 3.