Arizona Department of Education does not endorse or require the use of any specific evidence-based clearinghouse; districts may use the clearinghouses or stand-alone research reviews conducted by a third party. We also provide a variety of resources to support the identification of evidence based practices and programs to support your school and district transformation.
The What Works Clearinghouse (WWC) reviews the existing research on different programs, products, practices, and policies in education. Our goal is to provide educators with the information they need to make evidence-based decisions.. WWC includes topics such as: literacy, mathematics, science, behavior, children and youth with disabilities, the path to graduation and early childhood.
How does the What Works Clearinghouse evaluate evidence?
WWC uses a systematic review process to evaluate research studies to determine the quality of the research and the strength of the evidence produced by research. This infographic illustrates the WWC rating process.
Blueprints for Healthy Youth Development provides a registry of evidence-based positive youth development programs designed to promote the health and well-being of children and teens
How does Blueprints evaluate evidence?
Blueprints programs are rated as Promising, Model, or Model Plus. Promising programs meet the minimum standard of effectiveness. Model and Model Plus programs meet a higher standard and provide greater confidence in the program’s capacity to change behavior and developmental outcomes. See more information in their Criteria Factsheet
Evidence for ESSA provides information on programs and practices that meet each of the top three ESSA evidence standards in a given subject and grade level. The site includes reading programs and math programs in grades K-12
How does Evidence for ESSA evaluate evidence?
The website uses the four levels of evidence recognized by the Every Student Succeeds Act:
Strong evidence: At least one well-designed and well-implemented experimental (i.e., randomized) study.
Moderate evidence: At least one well-designed and well-implemented quasi-experimental (i.e., matched) study.
Promising evidence: At least one well-designed and well-implemented correlational study with statistical controls for selection bias.
Demonstrates a rationale based on high-quality research findings or positive evaluation that such activity, strategy or intervention is likely to improve student outcomes or other relevant outcomes.
Core Reading Programs & Interventions
As a local control state, schools and districts have the liberty to select curriculum and instructional materials that they feel best to meet the needs of their student population.
However, A.R.S. 15-704 requires all schools and charters that serve any K-3 students to adopt an instructional curriculum which meets select criteria.
Aligned to standards
Address the essential components of reading
ESSA evidence-based at one of the top three tiers
Vendors used across the state submitted information (in the table below) which may or may not meet the legislative criteria and listed requirements.
Programs in green meet all criteria.
Programs in yellow meet some criteria and may be under current additional review.
Note new programs currently performing an efficacy study to establish that it meets an approved evidence level.
Programs in red do not currently meet legislation and should not be adopted for use with K-3 students in Arizona.
**Remember school improvement funds can only be used for programs and interventions that are rated strong, monderate and promising.
Each year, ADE re-reviews all products to ensure materials maintain these standards. Ultimately, it is the responsibility of each schools’ leadership and literacy team to ensure curriculum in use continues to meet the highest standards. It is the goal of the Arizona Department of Education and Move on When Reading team to assist LEAs in the decision-making process for all curricular materials.
Understanding ESSA evidence provisions and MOWR legislation is an important step in the decision-making process. ADE requires that all programs qualify for one of the top three ESSA tiers of evidence and show a statistically significant positive effect on a relevant outcome. It is also important to consider the local context, especially the grade levels and demographics for which the studies’ student population were conducted, in determining if a program is the right fit for any LEA or school. Below are some resources that may help LEAs in the decision-making process.
For more information on ESSA, open the blue ESSA tab below on this webpage.
Literacy Plan Update:
All core programs previously in the MOWR drop-down were commonly used programs and had not been vetted for ESSA evidence. As always, it has been up to the schools to determine if curriculum used meets legislative requirements. To assist in this process, however, the MOWR team has reached out to vendors directly to request additional information that will be helpful for districts when making this determination. All information provided in the table is directly from the vendors and is reported as is. Programs by vendors currently completing their studies have not been added to the MOWR portal but may be added at any time once criteria has been confirmed by the vendor.
When completing this year’s literacy plan, LEA approvers should select “*Core program under review or without establish ESSA rating” and type current programs in the notes section at the aggregate district/charter level.
While ADE used the information provided by vendors to determine if they met the criteria, it is the responsibility of districts and charters to gather and review information to inform their decisions about what programs will meet their unique needs.
The information included in the chart has been gathered directly from vendors/publishers of core program materials. The Literacy Team at the Arizona Department of Education provides this information as a resource. Although only one study has been linked in the table, it is recommended that all additional studies available be reviewed, as well. LEAs must choose programs that meet their specific needs and must make certain those programs meet the criteria of the law (ARS 15-704: J1-3)
For additional information please visit the MOWR website or reach out to the Move on When Reading Unit at 602-364-2355.