In education, the phrase “research-based” gets used a lot.
But what does it actually mean?
Arizona provides one of the clearest and most rigorous answers — see our presentation below for all the details!
Under its Move On When Reading (MOWR) law, the Arizona Department of Education doesn’t just encourage evidence-based literacy programs. It requires them — and it separates reading products into three distinct research pathways:
- Core programs
- Supplemental programs
- Intervention programs
Each must independently meet ESSA Tier 1, 2, or 3 evidence standards. And vendors must submit documentation during a defined annual window.
If a product isn’t vetted, it doesn’t appear on the approved list. That has real implications for district literacy plans and purchasing decisions.
Here’s what makes Arizona’s approach different:
1. Study Must Be Independent
The research study must be ESSA-aligned and conducted by an independent research firm. Testimonials. Growth charts. Usage metrics. None of those qualify as ESSA evidence tiers.
2. Evidence Must Match the Use Case
A study showing impact in general classrooms doesn’t automatically validate a product as an intervention for struggling readers. Arizona requires the research to align to the claim.
3. There Are Deadlines
Vendors must submit between July 1 and November 1. Districts must file literacy plans with curriculum selections on statutory timelines. Research isn’t an abstract concept here. It’s tied to procurement.
4. Core ≠ Supplemental ≠ Intervention
By separating instructional roles, Arizona prevents companies from repackaging one study across multiple claims.
It’s a structural safeguard.
Why does this matter?
Because as more states strengthen literacy laws, we’re seeing a shift from “aligned to the science of reading” to “show us the study.”
Arizona offers a blueprint for what that can look like in practice.
If you work in curriculum development, edtech, or district procurement, Arizona’s model is worth studying.
It raises the bar — and clarifies it.