An Evaluation of the McGraw-Hill Education Reading Wonders Program

The study evaluates McGraw-Hill Education’s Wonders program, a K–6 core reading curriculum aligned with the Common Core State Standards. Conducted by Johns Hopkins University’s School of Education during the 2014–2015 school year, the quasi-experimental study focused on fourth-grade students in public elementary schools across California, Kansas, and Illinois. The sample included 17 schools (13 implementing Wonders and 4 comparison schools), approximately 43 classrooms, and 1,037 students (739 treatment, 298 comparison).

Researchers used a two-level multilevel model to analyze student reading achievement outcomes measured by the Group Reading Assessment and Diagnostic Evaluation (GRADE), which assessed vocabulary, comprehension, and overall reading achievement. Teacher surveys, classroom observations, and principal interviews were also conducted to examine instructional practices, professional development, and perceptions of program effectiveness.

Results showed no statistically significant differences in reading achievement between Wonders and comparison students after controlling for prior achievement and socioeconomic status (p > .05). However, teachers and principals reported high satisfaction with the program’s alignment to Common Core, lesson structure, and student engagement. Over 80% of teachers agreed that they enjoyed teaching with Wonders and that it enhanced their reading instruction. Classroom observations found that Wonders teachers were more likely to clearly communicate lesson purposes and use high-level questioning strategies. Principals unanimously described the program as beneficial and well-aligned with standards, though they recommended additional professional development and differentiation for a wider range of student abilities.