CAPIT Reading - An Evaluation of CAPIT Reading in a Florida School District - Student Achievement Analysis and Teacher Survey Combined Results Report

Sep 15, 2026

Uploaded by Levi

Johns Hopkins University’s Center for Research and Reform in Education (JHU CRRE) conducted a comprehensive mixed-methods evaluation of the CAPIT Reading Curriculum in pre-kindergarten classrooms in a large Florida school district. The study compared outcomes for 1,488 pre-K students who recorded CAPIT usage in 2023–24 against 858 students who received no CAPIT instruction. Analyses used controlled statistical models and drew on student FAST Star Early Literacy Exam performance and end-of-year teacher survey data.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages70

Reading Time2 h 56 min

AccessFree to download

Study Overview

Population and Comparison Groups

Early Literacy Growth

Teacher Experience & Perception

FAST Star Early Literacy Exam

Statistical Controls

Key Findings

Minimal CAPIT Usage

Frequent CAPIT Use and Engagement

Engagement-Response Relationship

Kindergarten Readiness Outcomes

CAPIT Reading: Proven to Accelerate Early Literacy Development and Kindergarten Readiness An Evaluation by Johns Hopkins University’s Center for Research and Reform in Education (JHU CRRE) in one of the nation’s largest school districts. STUDY OVERVIEW Johns Hopkins University conducted a comprehensive evaluation of the CAPIT Reading Curriculum in pre-kindergarten classrooms within a large Florida school district. THE STUDY EXAMINED A total of 1,488 pre-kindergarten students in over 80 schools in Orlando, Florida, recorded at least some level of CAPIT usage during the 2023-24 school year. This group of students was compared against a total of 858 pre-kindergarten students who did not receive any instruction through CAPIT during the outlined time period. The study examined: EARLY LITERACY GROWTH The impact of CAPIT on early literacy growth and kindergarten readiness. TEACHER EXPERIENCE & PERCEPTION Teachers' experiences using CAPIT and their perceptions of its effectiveness. FAST STAR EARLY LITERACY EXAM Student performance on the FAST Star Early Literacy Exam. CONTROLLED STATISTCAL MODELS Statistical models controlled for students’ gender, race/ethnicity, IEP status, age, baseline reading performance on the FAST Star exam, and economic status. © 2025, Capit Learning 1 KEY FINDINGS CAPIT Students Significantly Outperformed Their Peers Impact of Minimal CAPIT Usage The students in this group used CAPIT for a minimum of one day of usage during the 2023-2024 school year. EARLY LITERACY GROWTH Students using CAPIT grew faster on the FAST Star Early Literacy Exam than non-CAPIT students. EXTRA LEARNING DAYS CAPIT students gained an additional 13.73 scale score points, equal to 15 extra days of learning. CAPIT students were 2.16 times more likely to achieve kindergarten readiness. GREATER LITERACY GAINS When comparing 397 pre-K students using CAPIT with 397 similar students who are highly similar in terms of demographic characteristics and baseline achievement who didn’t use CAPIT, CAPIT students showed significantly greater literacy growth on the FAST Star assessment from the beginning to the end of the year. On average, they gained 17.19 more scale score points, equivalent to 19 extra days of learning over a 180-day school year, compared to non-CAPIT students. HIGHER KINDERGARTEN READINESS RATES After controlling for other variables, CAPIT students were 2.16 times more likely to achieve kindergarten readiness compared to students in the demographically matched comparison group. Put differently, roughly 68 out of every 100 CAPIT students were estimated to be ready for kindergarten, compared to only 32 out of every 100 non-CAPIT students across the comparison group. © 2025, Capit Learning 2 KEY FINDINGS The More Students Engaged with CAPIT the Greater Their Literacy Gains Impact of Frequent CAPIT Use The students in this group used CAPIT for a minimum of 30 day of usage during the 2023-2024 school year. ACCELERATED GROWTH Students who used CAPIT for at least 30 days gained 41.19 additional scale score points of growth, equivalent to 46 extra days of learning over a 180-day school year, compared to students who did not use the program. This translates to an additional 2 months of learning. Students who used CAPIT for at least 30 days gained 41.19 additional scale score points of growth. 41.19 The more students engaged with CAPIT, the greater their literacy gains. USAGE IMPACT For every 10 extra days of CAPIT use, students gained 14.2 additional scale points. ENGAGEMENT MATTERS The more students engaged with CAPIT, the greater their literacy gains. © 2025, Capit Learning 3 An Evaluation of CAPIT Reading in a Florida School District The Center for Research and Reform in Education Johns Hopkins University Johns Hopkins University’s Center for Research and Reform in Education (JHU CRRE), is currently conducting a mixed-methods evaluatio

FAQs

CAPIT Reading evaluation compared which student groups in Florida pre-K?

The evaluation compared 1,488 pre-kindergarten students who recorded some CAPIT usage in 2023–24 across Orlando schools against 858 pre-kindergarten students who received no CAPIT instruction during the same period.

How were student outcomes measured in this study?

Student outcomes were measured using performance on the FAST Star Early Literacy Exam. Results were analyzed for early literacy growth and links to kindergarten readiness.

What did the study find about CAPIT’s impact when usage was minimal versus frequent?

With minimal CAPIT usage (at least one day), students gained additional learning and were more likely to reach kindergarten readiness. With more frequent use (at least 30 days), literacy gains were larger, including greater growth on the FAST Star assessment and a stronger engagement-to-gains relationship.

Sep 15, 2026

Uploaded by Levi