Consistent evidence, from 57 studies, demonstrates that children perform better in literacy and language when they are in classrooms that provide effective teacher-student interactions, as measured by the Classroom Assessment Scoring System (CLASS). These findings hold up across pre-k to 3rd grade and among diverse populations of children such as dual-language learners (DLL) and children who live in poverty. Check out more of these findings in the document attached, including info on: Children’s Literacy and Language Gains are Stronger in Classrooms Offering More Effective Instructional Support Effective Emotional Support and Classroom Organization also Promote Literacy and Language Outcomes Gains in Literacy and Language Last into Elementary School