This paper reports the results of a quasi-experiment investigating the efficacy of using critical literacy as an instructional method. Using a quantitative comparison method, critical literacy is the study’s treatment. The treatment measures the final exam scores of linguistically diverse urban community college students enrolled in college developmental reading courses against 13 other statistically similar classes. The primary data are the results of a standardized final exam. This quasi-experimental study demonstrates the effectiveness of a critical literacy model when employed in a community college setting. Further, this study introduces a quantitative rationale for using critical literacy and establishes the practice as a highly effective method of instruction for postsecondary developmental reading courses.