Re-Engineering Public Health/Epidemiological Models to Predict the Spread of Literacy and Illiteracy

CCT is conducting a series of meetings to examine the feasibility of developing analytic tools to predict the impact of literacy interventions at both the community and individual student level. These models will consider a range of factors contributing to how student populations develop proficiency in reading and will support the long-range planning of policy makers as they work to promote reading achievement. The project explores the potential of using available data to examine the educational context from a “macro” perspective—looking at the role that multiple school- and community-level factors may play in supporting or impeding student literacy development. The project includes two phases. Phase one consists of a series of exploratory meetings to involving experts from multiple fields. Phase two will focus on the development of a white paper outlining key elements discussed in the meetings and providing a framework for the development of these models.