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Our impact

We're committed to what works. Schools that use our full instructional program have seen profound gains in reading.
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RESEARCH
Built for impact, not for profit
Every student deserves access to high-quality literacy tools. Our research-backed approach delivers real results, earning multiple ESSA certifications.
ESSA Evidence badges from Instructure.
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2x student engagement

Up to 2x increased student engagement among CommonLit classrooms.
Graph showing up to 2x student engagement among CommonLit classrooms

1 in 4 students

Moved from below grade level to proficient with regular CommonLit use.
Diagram showing 1 in 4 students moved from below grade level to proficient with regular CommonLit use.

10.5 percentage points

Increase in students who met or exceeded expectations after a year of CommonLit.
Students who met or exceeded expectations after a year of CommonLit grew by 10.5 percentage points

References

CommonLit (2024b). Report on School Year 23-24: Students Using CommonLit Saw Significant Reading Gains

CommonLit (2023). Report on School Year 22-23: Students Using CommonLit Saw Significant Reading Gains

CommonLit (2024a). Case Study Report: CommonLit 360 at Lakewood Middle School in New Jersey

Helping schools build stronger ELA programs

Explore real success stories from classrooms using CommonLit, backed by a decade of research and 250M+ completed lessons.
Two middle school students collaborating on a CommonLit 360 lesson.
Case Study

Case study: Lakewood Middle School

How Lakewood Schools in New Jersey boosted ELA scores with CommonLit.
5 min read
March 19, 2024
Paper copies of the Twelve Angry Men CommonLit 360 Lesson.
Research

Summary of CommonLit's research

A decade of results: see how CommonLit improves literacy nationwide.
11 min read
January 2024
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Two teachers completing a CommonLit Professional Development module on a laptop.

Help us shape the future

We're continuously affirming the efficacy of our program. Partner with us to test and refine tools that make a real impact in classrooms.
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