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. (Email research@renaissance.com to request a copy of this study from the Renaissance Research Department.)

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. (Email research@renaissance.com to request a copy of this study from the Renaissance Research Department.)

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. (Email research@renaissance.com to request a copy of this study from the Renaissance Research Department.)

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.(Email research@renaissance.com to request a copy of this study from the Renaissance Research Department.)