Minority and low‑income students who used Waterford Early Learning in PreK had higher end-of-kindergarten literacy scores than peers who did not use WEL. Results were statistically significant across almost all demographics analyzed. These findings highlight the lasting benefits of WEL for diverse learners, indicating that WEL may help reduce achievement gaps.
Study Focus: Low SES
Can Children Achieve Literacy Gains During the Summer?
Waterford Early Learning supported literacy skills in the summer before kindergarten, with students showing strong outcomes across all demographics. With just 20 minutes of daily learning, students improved their literacy scores over the summer program. Findings suggest that WEL can help prevent summer learning loss.
Long-Term Early Effects of CAI in Low Socioeconomic Status Students
Students who used WEL early and consistently had higher literacy scores than control peers at the end of second grade, up to one year after the program. These results were seen across nearly all demographic groups, with notably strong results for Latino/a students. Findings highlight lasting literacy impacts.
Randomized Control Trial: Early Learning CAI on Literacy Skills Across Demographics
PreK children across five states who used Waterford’s computer‑assisted literacy program scored significantly higher overall and in blending, letter sounds, and letter recognition subskills than peers using the math/science program. Benefits extended across demographic groups, including multilingual learners and children experiencing poverty, showing CAI’s potential to strengthen early literacy skills.