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>.

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: 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>.

Results revealed that Accelerated Reader with best practices impacts the reading programs of a number of schools and consequently addresses the majority of CSRD criteria. Email research@renaissance.com to request a copy of this study from the Renaissance Research Department.

DETAILS: Design: Independent, correlational. RESULTS: Evaluations of teacher reactions to staff development for Accelerated Reader revealed that teachers appeared enthusiastic and motivated by training, administrator participation is important, and the librarian's role is critical. AUTHORS: D. Holman and A. McLin. Email research@renaissance.com to request a copy of this study from the Renaissance Research Department.

DETAILS: Location: Idaho; Design: Independent, quasi-experimental; Sample: 21,534 students in grades 1-9 at 76 schools; Measure: Norm-referenced test; Duration: 3 years. RESULTS: The J. A. & Kathryn Albertson Foundation commissioned a report to evaluate the effectiveness of its Idaho Reading Initiative, which included Accelerated Reader and best classroom practices. The foundation established the Initiative in response to national concerns about children's reading and academic progress, and to impact multiple aspects of childhood reading, including teacher and librarian training and parent education. It was shown to have a far-reaching impact on Idaho public schools and "provided an integrated network of collaborative partnerships focused on the critical reading needs of the early childhood years." This report indicates that Accelerated Reader and best classroom practices produced substantial reading achievement gains--particularly for grades 1-4 and in schools where teachers were well trained in the use of the progress-monitoring system. The average time spent reading at all grade levels increased by 127% and more than half the students in each grade averaged above 85% on Accelerated Reader quizzes (a component of good implementation). Accelerated Reader was one of only 2 tools found to directly and significantly improve student-reading outcomes. AUTHOR: Herbert J. Walberg, PhD. The full report is available online: <https://docs.renaissance.com/R40782>.

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: 506 students in grades K-5; Demographics: Rural, Title I, Mobility: 1015%, ESL: 23%, Free/reduced lunch: 69%; Minorities: 50%. RESULTS: Since implementing Accelerated Reader with best practices, the achievement gap in reading performance on the North Carolina End of Grade (EOG) Test was reduced by more than 50%; proficiency levels increased by nearly 12 percentage points. REPORTING EDUCATOR: Dr. William Warren, principal. The full report is available online: <https://docs.renaissance.com/R36402>.

DETAILS: District Profile: 13,500 students in grades: 3-12; Demographics: Free/reduced lunch: 60%, Limited English proficiency: 9%, Minorities: 55%.RESULTS: In 3 years using Accelerated Reader with best practices, attendance rates increased and the total growth in pass rates on the Texas Assessment of Academic Skills (TAAS) for all grades ranged from 12.3 to 23.4 percentage points in every subject, surpassing those for the state. REPORTING EDUCATOR: Suzanne Phelps, director of curriculum development. The report is available online: <https://docs.renaissance.com/R11720>.

DETAILS: School Profile: 540 students in grades: Pre-K-2; Demographics: Urban, Title I, Free/reduced lunch: 56%, Mobility: 38.4%; Race/Ethnicity: Black or African American: 30%, White: 70%. RESULTS: After implementing Accelerated Reader with best practices, students demonstrated steady increases in reading over 5 years on the Iowa Test of Basic Skills. REPORTING EDUCATORS: Algie J. Jones, principal; Kathy Coody, assistant principal. The full report is available online: <https://docs.renaissance.com/R37031>.