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: District Profile (McCracken County Public Schools): 6,854 students in grades: Pre-K-12; District Demographics: Rural, Free/reduced-price lunch: 44%; District Race/Ethnicity: Black or African American: 4%, White: 91%, Hispanic or Latino: 2%, Asian or Pacific Islander: 1%, American Indian or Alaska Native: 1%, Other: 1%. Focus School Profile (Concord Elementary School): 423 students in grades: Pre-K-5, Title I. RESULTS: Just 4 years after this district standardized use of Accelerated Reader with best practices, the percent of students at the proficient or distinguished levels in reading on the Kentucky Core Content Test (KCCT) increased 11 percentage points in 4th grade, 11 points in 7th grade, and 17 points in 10th grade--maintaining higher gains than the state. REPORTING EDUCATORS: Barbara Vick, assistant superintendent; Ann Fendley, library media specialist. <(Email research@renaissance.com to request a copy of this study from the Renaissance Research Department.)