DETAILS: Location: 19 U.S. states, 1 Canadian province; Design: Correlational; Sample: 29 elementary, middle, and high schools; Measure: Library circulation measurements; Duration: Data spans 2-6 years. RESULTS: A number of research studies document the positive impact of Accelerated Reader on student reading achievement, motivation, and the amount of reading. One would expect that the combination of improved student motivation and teacher encouragement to read would affect library circulation. The purpose of this report was to review and summarize existing research on Accelerated Reader where library circulation was reported, which included 25 case studies, 3 journal articles, and 1 dissertation. The results showed that it is reasonable to conclude that students read more books while using Accelerated Reader, and are perhaps more motivated to read than before their schools implemented the program, so it can be expected that library circulation will increase. The full report is available online: <https://docs.renaissance.com/R37737>.

DETAILS: Location: 24 U.S. states; Design: Independent, correlational, peer-reviewed; Sample: 45,670 students in grades 1-12 at 139 schools; Measure: Star Reading; Duration: 1 school year. RESULTS: To explore whether different balances of fiction/nonfiction reading and challenge might help explain differences in reading achievement between genders, data on students who independently read more than 3 million books were analyzed. Moderate (rather than high or low) levels of challenge were positively associated with achievement gain, but nonfiction was generally more challenging than fiction. Nonfiction reading was negatively correlated with successful comprehension and reading achievement gain. Overall, boys appeared to read less than girls, but proportionately more nonfiction. In the upper grades, boys also had lower reading achievement than girls. Differences between classes in promoting successful comprehension of nonfiction were evident, suggesting intervention could improve achievement. Implications for research and practice were explored. PLEASE NOTE: Email research@renaissance.com to request a copy of this peer-reviewed journal article: Topping, K. J., Samuels, J., & Paul, T. (2008). Independent reading: The relationship of challenge, non-fiction and gender to achievement. British Educational Research Journal, 34(4), 505-524.

DETAILS: School Profile: 600 students in grades: K-3; Demographics: Rural, Title I, Limited English proficiency: 8%, Free/reduced lunch: 57%, Mobility: 22%; Race/Ethnicity: Black or African American: 10.0%, White: 76.0%, Hispanic or Latino: 11.5%, Asian or Pacific Islander: 0.5%, American Indian or Alaska Native: 2.0%. RESULTS: The schools implementation of Accelerated Reader and Accelerated Math helped to increase the percentage of students who Met Standard and received Commended Performance in reading, mathematics, and all subjects tested on the Texas Assessment of Knowledge and Skills (TAKS). REPORTING EDUCATOR: Linda Staton, principal. The full report is available online: <https://docs.renaissance.com/R36620>.

DETAILS: School Profile: 640 students in grades K-6; Demographics: Rural, Free/reduced lunch: 58%; Special education: 17%, Transitional bilingual: 17%; Race/Ethnicity: American Indian/Alaska Native: 3%, Asian/Pacific Islander: 19%, Black/African American: 17%, Hispanic/Latino: 24%, White: 37%; Measure: Washington Assessment of Student Learning (WASL); Duration: 1997-2004. RESULTS: This school adopted Accelerated Reader in 1995, Star Reading in 1996, Accelerated Math in 1997, and later added Star Early Literacy. Educators at Neely-Obrian implemented these progress-monitoring tools during an extended, after-school learning program. As part of their implementation, they received professional development training from Renaissance, incorporated best practices, added an extensive Accelerated Reader library to each classroom, and partnered with the city library. From the 1997-1998 school year to the 2003-2004 school year, the percentage of students meeting or exceeding state standards doubled in reading and more than tripled in math. In addition, student behavior improved, and parent/community involvement and approval increased. REPORTING EDUCATOR: John Eads, instructional technology specialist. The full report is available online: <https://docs.renaissance.com/R35463>.

DETAILS: School Profile: 304 students in grades K-6; Demographics: Inner City, Urban, Title I, Free/reduced lunch: 72.7%, English Language Learners: 38%; Race/Ethnicity: American Indian/Alaska Native: 2%, Asian/Pacific Islander: 25%, Black/African American: 28%, Hispanic/Latino: 13%, White: 32%; Measure: Minnesota Comprehensive Assessment (MCA); Duration: 1999-2003. RESULTS: Sheridan Elementary began implementing Accelerated Reader in spring 2000. In fall 2002, funding from a comprehensive school reform grant enabled them to also adopt Accelerated Math and Accelerated Writer. Since spring 1999, the percentage of students in grades 3 and 5 scoring proficient in reading and math on the MCA increased an average of 43.5 points. Between August 2003 and March 2004, Sheridan students read more than 22,000 books. In addition, the school received the St. Paul Schools Superintendents Academic Award for continuous school improvement 5 years in a row on standardized tests. In Spring 2004, 10 educators achieved Renaissance Model Certification and the school attained Model School status in spring 2004. REPORTING EDUCATOR: Nancy Mambi, librarian/Title I reading teacher. The full report is available online: <https://docs.renaissance.com/R33473>.

From the abstract: "The purpose of this study was to evaluate the effectiveness of the Accelerated Reader (AR) program when used as a supplement to teacher-directed instruction. A pretest-posttest, quasi-experimental design was used to determine the reading practice and comprehension gains of 6th-grade students over the course of one trimester. The study investigated three research questions: (a) does the Accelerated Reader program lead to statistically significant gains in reading practice, (b) does AR lead to statistically significant gains in reading comprehension scores, and (c) is there a statistically significant correlation between reading practice and reading comprehension? Two 6th-grade teams, consisting of 121 students from two suburban middle schools in Oregon, participated in the study. Groups were selected with respect to demographic and achievement similarities, teacher qualification and experience, and access to program components and materials. Both groups received direct instruction and were provided time for silent, sustained reading. The treatment group was also provided access to AR program components, including novels, software, and quizzes. Student Daily Reading Logs were used to record weekly reading times and provided pretest and posttest reading practice scores. The Test of Reading Comprehension, 3rd edition (TORC-3), was used as the pretest and posttest for reading comprehension. A repeated measures, mixed design ANOVA was used for analysis with questions one and two. Interaction scores by group and time showed a statistically significant difference (p < .05) for the treatment group in Question 1, suggesting that AR may be an effective supplement for increasing reading practice. An ANOVA analysis for reading comprehension demonstrated similar results with significant differences (p < .05) for the treatment group's posttest scores on the TORC-3. These findings suggest that AR may be an effective supplement for increasing reading comprehension. Question 3 utilized three, Pearson r correlations. These results yielded weak, non-significant correlations between gain scores in reading practice times and comprehension for control, treatment, and combined groups. These findings suggest that implementation levels may not be a significant factor in program efficacy. Continued research is needed to substantiate these results and further isolate specific program effects with middle school students of differing abilities and demographics."Reference: Hagerman, T. E. (2003). A quasi-experimental study on the effects of Accelerated Reader at middle school (Unpublished doctoral dissertation). University of Oregon, Eugene. For information on how to obtain a copy of this report, email Renaissance Research Department at research@renaissance.com.

DETAILS: School Profile: 550 students in grades K-6; Demographics: Urban, Limited English Proficiency: 12%, Free or Reduced Lunch: 30%, Mobility: 54%; Race/Ethnicity: Hispanic or Latino: 18%, Black or African American: 4%, Asian or Pacific Islander: 5%, American Indian or Alaska Native: 2%, White: 71%. RESULTS: After using Accelerated Reader with best practices and Perfect Copy, the average Stanford 9 (SAT-9) reading score increased 6 percentile points double the average increase experienced by the state. The average language arts score rose 7 percentile points, while state scores increased by only 4 percentile points. REPORTING EDUCATOR: Dr. Steve Nance, principal. The full report is available online: <https://docs.renaissance.com/R13061>.

DETAILS: School Profile: 167 students in grades K-6; Demographics: Title I, Limited English proficiency: 22%, Free/reduced lunch: 79%, Mobility: 73%; Race/Ethnicity: American Indian or Alaska Native: 2%, Black or African American: 1%, Hispanic or Latino: 56%, White: 41%. RESULTS: First- and 2nd-grade students made significant gains in reading using Accelerated Reader with best practices--test scores increased 21 percentile points in 8 months, and library circulation increased by 764%. REPORTING EDUCATORS: Jeffrey Lofthus, principal; Jane Uzzell, teacher. The full report is available online: <https://docs.renaissance.com/R11787>.

DETAILS: School Profile: 645 students in grades K-6; Demographics: Title I, Free/reduced lunch: 31%, Mobility: 16%, Limited English Proficiency: 6%; Race/Ethnicity:American Indian or Alaska Native: 2%, Asian or Pacific Islander: 2%, Black or African American: 3%, Hispanic or Latino: 24%, White: 69%. RESULTS: After implementing best classroom practices with Accelerated Reader, Stanford 9 (SAT-9) reading scores increased 10.5 percentile points in 2 years. REPORTING EDUCATOR: Jane Weber, reading specialist and School Renaissance coordinator. The full report is available online: <https://docs.renaissance.com/R40701>.

DETAILS: School Profile: 478 students in grades Pre-K-5; Demographics: Rural, Free/reduced lunch: 25%, Mobility: 19%; Race/Ethnicity: White: 84%, Hispanic or Latino: 2.4%, Black/African American: 4.2%, Asian or Pacific Islander: 3.3%, American Indian or Alaskan Native: 6.5%. RESULTS: After using Acclerated Reader with best practices, 4th-grade California Achievement Test reading scores increased by 6 percentile points in 1 year, and the entire school showed growth on the Star Reading test. REPORTING EDUCATOR: David Pfimmer, principal. The full report is available online: <https://docs.renaissance.com/R117840>.

DETAILS: School Profile: 776 students in grades K-6; Demographics: Urban, Title I, Free/reduced lunch: 98%, Limited English proficiency: 75%; Race/Ethnicity: Black/African American: 2.1%, Asian or Pacific Islander: 13.8%, American Indian or Alaska Native: 1.5%, White: 58.6%, Hispanic or Latino: 24%.RESULTS: In just 3 months, students using Accelerated Reader achieved 28% more growth on the Stanford 9 (SAT-9) than students not using it. REPORTING EDUCATOR: Maureen DiLuzio, teacher. The report is available online: <https://docs.renaissance.com/R40717>.