DETAILS: Location: Imperial Beach, California; Design: Independent, correlational; Sample: Students at 12 schools; Duration: 1 school year. RESULTS: After a districtwide implementation of Accelerated Reader and best classroom practices, Stanford 9 (SAT-9) reading scores for 12 schools showed an average gain of 10 percentiles from 1998 to 2000. AUTHOR: J. Vetcher. The full report is available online: <https://docs.renaissance.com/R13592>.

DETAILS: School Profile: 309 students in grades K-5; Demographics: Inner City, Urban, Free/reduced lunch: 94%, Mobility: 34%; Race/Ethnicity: American Indian/Alaska Native: 1%, Asian/Pacific Islander: 7%, Black/African American: 77%, Hispanic/Latino: 2%, White: 11%, Multi-Racial: 1%; Measure: North Carolina End-of-Grade Test (EOG); Duration: 1997-2002. RESULTS: In 1997, 36.3% of 3rd- through 5th-grade students at Highland Academy scored at or above grade level on the reading and math composite of the North Carolina EOG. The school was labeled low-performing and received a state assistance team. In 1998, the school was awarded a Comprehensive School Reform Demonstration Grant, which was used to purchase and implement Accelerated Reader. Then, in 1999, the school implemented Accelerated Math. Since beginning to use these tools, the percent of 3rd- through 5th-grade students scoring at or above grade level on the reading and math composite of the EOG has risen steadily up to 82.2% in 2002. In 2001, the school changed its name to Highland Renaissance Academy, reflecting its commitment to and success with Renaissance. REPORTING EDUCATOR: Jenell Bovis, principal. The full report is available online: <https://docs.renaissance.com/R12032>.

DETAILS: Design: Quasi-experimental. RESULTS: Accelerated Reader schools performed statistically significantly better on the Texas Assessment of Academic Skills (TAAS) than non-Accelerated Reader schools in reading, writing, math, science, and social studies. Accelerated Reader schools also showed significantly higher attendance rates than non-Accelerated Reader schools; Accelerated Reader had the greatest effects on urban schools with low socioeconomic status; and gains in academic performance also increased with the length of time schools owned Accelerated Reader. Email research@renaissance.com to request a copy of this study from the Renaissance Research Department.

DETAILS: School Profile: 78 students in grades: 6-8; Demographics: Title I: 100%, Urban Inner City, Free or reduced lunch: 95%, Limited English proficiency: 80%; Race/Ethnicity: Black or African American: 2%, Hispanic or Latino: 98%. RESULTS: Reading scores increased by 16.8 NCEs and language arts scores increased by 23.6 NCEs in 3 years for students using Accelerated Reader with best practices. REPORTING EDUCATOR: Gordon Hannon, principal. The full report is available online: <https://docs.renaissance.com/R11773>.

DETAILS: Design: Quasi-experimental; Sample: 21,534 students in grades 1-9 from 76 schools (year 3); Duration: 3-year (longitudinal analysis). RESULTS: Students in classrooms with high levels of Accelerated Reader implementation showed largest percentile gains on Star Reading; gains were more pronounced for low achievers. The full report is available online: <https://docs.renaissance.com/R11837>.

DETAILS: School Profile: Grades K-5. REULTS: After using Accelerated Reader, reading scores on the Iowa Test of Basic Skills (ITBS) increased from the 40th to the 70th percentile. REPORTING EDUCATOR: Melanie M. Poock, district Title I reading specialist; Paul Brooks, principal. The full report is available online: <https://docs.renaissance.com/R40700>.

DETAILS: Design: Independent, correlational. RESULTS: This study examined the benefits of Accelerated Reader on 4th- and 5th-grade ESL students in a school in rural Western North Carolina. Anecdotal records provided evidence of improvement in students' reading behaviors and attitudes toward reading. While there was a moderate overall increase in students' reading levels, quantity of student reading increased and attitudes toward reading improved. AUTHORS: J. McGlinn and A. Parrish.Citation: McGlinn, J., & Parrish, A. (2002). Accelerating ESL students' reading progress with Accelerated Reader. Reading Horizons, 42(3), 175-189.The full report is available online: <https://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1186&context=reading_horizons>.

DETAILS: School Profile: 200 students in grades K-6; Demographics: Rural, Targeted Assistance, Free/reduced lunch: 38%, Minorities: 3%. RESULTS: After implementing Accelerated Reader with best practices, 2nd-6th graders increased grade equivalent reading levels an average of 1.1 years in one semester. REPORTING EDUCATOR: John Brazell, principal. The full report is available online: <https://docs.renaissance.com/R40703>.

DETAILS: School Profile: 346 students in grades 1-4 at Lower School / 394 students in grades 5-8 at Middle School; Race/Ethnicity: American Indian or Alaska Native: 0.8%, Asian or Pacific Islander: 0.5%, Black or African American: 3.5%, Hispanic or Latino: 0.4%, White: 89%, Other: 5.9%. RESULTS: Students with high Star Reading pretest scores increased reading achievement by 6 percentile points, on average, in 1 year after using Accelerated Reader with best classroom practices. REPORTING EDUCATOR: Marylee Noble, librarian/media specialist. The full report is available online: <https://docs.renaissance.com/R11789>.

DETAILS: School Profile: 392 students in grades 6-8; Demographics: Rural, Title I, Free/reduced lunch: 59%; Race/Ethnicity: Black or African American: 36%, White: 62%, Other: 2%. RESULTS: After implementing Accelerated Reader with best practices, the number of students scoring at or above grade level in reading on the North Carolina End of Grade Test (EOG) increased by an average of 17.9%. REPORTING EDUCATOR: James A. Lanier, principal. The full report is available online: <https://docs.renaissance.com/R40704>.

DETAILS: School Profile: 28 students in grade 6; Demographics: Rural, Free/reduced lunch: 20%, Mobility: 14%; Race/Ethnicity: White: 100%. RESULTS: Student/parent surveys administered to gain feedback on Accelerated Reader revealed that students were reading better and more often, were enjoying reading, and were reading different books. REPORTING EDUCATOR: Karen Flach, teacher. The full report is available online: <https://docs.renaissance.com/R40705>.

DETAILS: School Profile: 830 students in grades K-5; Demographics: Rural, Title I, Mobility: 34%, Limited English proficiency: 7%, Free/reduced lunch: 75%: Race/Ethnicity: White: 49%, Hispanic or Latino: 30% , Black/African American: 18%, Asian or Pacific Islander: 3%. RESULTS: After implementing Accelerated Reader and Accelerated Math with best practices, the school far exceeded its Academic Performance Index (API) growth target, and discipline incidences were reduced by half. REPORTING EDUCATORS: Paul Swick, principal; Donnie Vick, Title I teacher; Julie Vick, computer lab technician. The full report is available online: <https://docs.renaissance.com/R11807>.

DETAILS: School Profile: 761 students in grades K-5; Demographics: Rural, Free/reduced lunch: 35%; Race/Ethnicity: American Indian/Alaska Native: 0.1%, Asian/Pacific Islander: 0.5%, Black/African American: 46%, Hispanic/Latino: 0.9%, White: 53%; Measure: Virginia Standard of Living Test (SOL); Duration: 1998-2001. RESULTS: Hardy Elementary implemented Accelerated Reader during the 1998-1999 school year and Star Reading, Accelerated Math, and Star Math during the 1999-2000 school year. After 4 years of increasing implementation, the number of 3rd-grade students passing reading and math on the SOL increased by 28% and 27%, respectively, while the number of 5th-grade students passing increased by 10% in reading and 41% in math. During the 2001 school year, Hardy Elementary achieved Renaissance Master Reading School Certification. REPORTING EDUCATOR: Richard Crawford, principal. The full report is available online: <https://docs.renaissance.com/R11808>.