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>.

This case study details the reading achievement growth the Cleveland Metropolitan School District (CMSD) attributes to the district's use of Accelerated Reader. Since districtwide implementation of Accelerated Reader in Cleveland during the 2008-09 school year, the percent of students scoring Proficient on the Ohio Achievement Assessments (OAA) has been on the rise, and a closer look at the data shows students who used Accelerated Reader saw their scaled score points improve an average of 0.13 points for every book read, 0.57 points for every additional minute of daily engaged reading time (ERT), and 0.66 points for every additional average percent correct (APC). Also included are powerful quotes from the educators using Accelerated Reader. REPORTING EDUCATOR: Eric Gordon, Chief Academic Officer. The report is available online: <https://docs.renaissance.com/R45891>.

DETAILS: School Profile: 430 students in grades 6-8; Demographics: Rural, Title I, Free/reduced lunch: 68%, Mobility: 23%, Limited English proficiency: 20%; Race/Ethnicity: Black/African American: 14%, Hispanic/Latino: 52%, White: 34%; Measure: Texas Assessment of Knowledge and Skills (TAKS); Duration: 2003-2005. RESULTS: Since Diboll Junior High implemented Renaissances reading, math, and writing progress-monitoring tools in 2003, the percentage of students who Met Standards and achieved Commended Performance on the TAKS has increased considerably in all subject areas and all grades. In addition, the school received an accountability rating of Recognized by the Texas Education Agency. The school also achieved the following Renaissance Certifications: 24 of 26 classrooms reached Model Reading Certification, the school achieved both Reading Model and Master School, and the school library attained both Model and Master Library certifications. The school also reported fewer discipline issues as a result of the implementation. REPORTING EDUCATOR: Brent Hawkins, principal. The full report is available online: <https://docs.renaissance.com/R35319>.

DETAILS: School Profile: 514 students in grades K-5; Demographics: Rural, Title I, Free/reduced lunch: 46%, Mobility: 16%; Race/Ethnicity: Black/African American: 2%, Hispanic/Latino: 1%, White: 93%, Other: 4%; Measure: Indiana Statewide Testing for Educational Progress (ISTEP+); Duration: 2002-2005. RESULTS: At Morgan Elementary, after implementing Accelerated Math and MathFacts in a Flash in 2001, 3rd-grade math scores grew 26 percentage points from 64% of students meeting standards in 2002 to 90% in 2006. Fourth graders were added to ISTEP+ testing in 2005 and saw a 7% boost from 84% passing math in 2005 to 91% in 2006. In addition, 3rd-grade scores in reading made a 29 percentage point increase, and there has been a phenomenal over-600% increase in library numbers from 31,770 books checked out during the 2003 school year to 243,871 books in circulation during 2005-2006. REPORTING EDUCATORS: Lance Richards, principal; Mischelle Ferrell, teacher; Kathy Crimans, librarian. The full report is available online: <https://docs.renaissance.com/R38798>.

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: 452 students in grades: Pre-K-5; Demographics: Rural, Title I: 24%, Free/reduced lunch: 49%, Mobility: 15%, Limited English proficiency: .4%; Race/Ethnicity: Black or African American: 8%, White: 81%, Hispanic or Latino: 10%, Asian or Pacific Islander: 1%. RESULTS: After using Accelerated Reader and Accelerated Math with best practices, Iowa Test of Basic Skills (ITBS) reading and math scores increased, and library circulation increased by 56.5%. REPORTING EDUCATOR: Vicki Stephenson, principal. The full report is available online: <https://docs.renaissance.com/R34891>.

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: 763 students in grades K-6; Demographics: Rural, Title I, Free /reduced lunch: 95%, Limited English proficient: 80%, Migrant students: 16%; Race/Ethnicity: Black/African American: 0.13%, White: 2.69%, Asian or Pacific Islander: 4.98%, Hispanic or Latino: 92.19%. RESULTS: This elementary school met or exceeded Academic Performance Index (API) growth implementing Accelerated Reader and best classroom practices for 5 years in a row. REPORTING EDUCATORS: Roy Woods, principal; Cathy Merchant, ELD resource teacher. The full report is available online: <https://docs.renaissance.com/R34764>.

DETAILS: School Profile: 291 students in grades: Pre-K-8; Demographics: Urban, Inner-city, Title I, Mobility: 30.8%, Limited English proficiency: 25.4%, Socioeconomic status: 90.7% low income; Race/Ethnicity: Hispanic or Latino: 80.1%, Asian or Pacific Islander: 0.7%, White: 13.4%, American Indian or Alaska Native: 0.3%, Black/African American: 5.5%. RESULTS: The number of 6th-grade students scoring at or above national norms on the Iowa Test of Basic Skills (ITBS) increased 20 percentage points in 1 year following implementation of Accelerated Reader with best practices. REPORTING EDUCATOR: Marcy LeMaster, teacher. The full report is available online: <https://docs.renaissance.com/R13422>.

DETAILS: School Profile: 210 students in grades: Pre-K-7; Demographics: Rural, Limited English proficiency: 9.0%, Free or reduced lunch: 62.0%, Mobility: 16.0%; Race/Ethnicity: Black/African American: 4.5%, White: 46%, American Indian or Alaska Native: 0.6%, Hispanic or Latino: 49%. RESULTS: Since implementing Renaissance progress-monitoring tools, the gap between White and Hispanic students on the Texas Assessment of Academic Skills was reduced by 88%, library circulation increased by 119%, and the schools summer reading program attendance increased. REPORTING EDUCATORS: Bo Lance, principal; Jennifer Beller, Janice Warren, and Teresa Slayden, teachers. The full report is available online: <https://docs.renaissance.com/R13426>.

DETAILS: School Profile: 285 students in grades K-6; Demographics: Urban, Limited English Proficiency: 6%, Free/reduced Lunch: 78%; Race/Ethnicity: Black/African American: 6%, Asian or Pacific Islander: 1%, Hispanic or Latino: 4%, American Indian or Alaska Native: 1%, White: 87%. RESULTS: After implementing Accelerated Reader with best practices, the percentage of 5th graders reaching proficiency on the Pennsylvania System of School Assessment (PSSA) test increased by 24 points in 4 years. District-level scores increased by 13 points and scores at similar schools increased by 3 points in the same time period. REPORTING EDUCATORS: Mary Jo Straney, Title I director/reading specialist; Linda Peifer, principal. The full report is available online: <https://docs.renaissance.com/R13206>.

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: 160 students in grades: pre-K-6; Demographics: Inner City, Urban, Free/reduced lunch: 88%, Mobility: 34%; Race/Ethnicity: Black/African American: 98%, White:1%, Hispanic or Latino: 1%. RESULTS: After using Accelerated Reader with best practices for 4 years, 4th- and 5th-grade Iowa Test of Basic Skills (ITBS) reading scores improved by 40 and 41 percentile points. REPORTING EDUCATOR: Sister Mary Marvin, principal. The full report is available online: <https://docs.renaissance.com/R12813>.