The results have implications for education. One is the viability of text

difficulty metrics as guides to curriculum and assessment standards.
The metrics studied can support the goal of the Common Core
Standards to increase student achievement by reducing the large gap
that currently exists between typical high school level and college texts
(ACT, Inc., 2006; ACT, Inc., 2009). In addition to the practical value of the
metrics that provide a single quantitative index of text difficulty, the
finer grain analysis of texts, which could be of value for curriculum
decisions and for research on text complexity, is demonstrated by
measures (e.g. Coh-Metrix) that provide multi-dimensional descriptors
of text complexity.