DETAILS: Design: Quasi-experimental. RESULTS: The results of a 3-year study indicated that Accelerated Reader was an effective component of reading instruction for at-risk students; at-risk students using Accelerated Reader showed a greater rate of improvement on the Comprehensive Test of Basic Skills than at-risk students not using the tool. AUTHOR: V.N. Kambarian, Jr. Report available online: <https://files.eric.ed.gov/fulltext/ED461835.pdf>.

DETAILS: Design: Quasi-experimental. RESULTS: This study revealed that secondary English language learners who learned English using Accelerated Reader had higher language and reading comprehension scores than English language learners who used only basal readers. AUTHOR: A. McDurmon. Email research@renaissance.com to request a copy of this study from the Renaissance Research Department.

DETAILS: School Profile: 580 students in grades: K-1; Demographics: Suburban, Title I, Free/reduced lunch: 44%, Mobility: 8%; Race/Ethnicity: White: 67%, Black or African American: 30%, Hispanic or Latino: 1%, Other: 1%, Asian or Pacific Islander: 1%. RESULTS: After implementing Accelerated Reader with best practices for 8 months, 1st graders gained 38 percentile points on the Star Reading test. REPORTING EDUCATOR: Charlotte Whetstone, principal. The full report is available online: <https://docs.renaissance.com/R11785>.

The purpose of this paper was to determine if the Mississippi schools that certified as either Model Accelerated Reader School or Master Accelerated Reader School (in the 2000-2001 school year) scored higher than the state average on the Mississippi Curriculum Test (MCT) that was administered in spring 2001. This study found that the majority of schools that had certified as Accelerated Reader Model and Master Schools did score above the Mississippi mean on the MCT reading scaled score given in the spring of 2001. The study also showed that all Accelerated Reader certified schools had more than 50% of students reading at or above grade level. The percentages of students reading at Proficient or Advanced for the majority of Accelerated Reader certified schools were higher than the Mississippi average. Most of the Accelerated Reader certified schools also scored above the Mississippi mean in language. The language scores of the Accelerated Reader Model and Master certified Schools, however, were not as high as the reading scores. The majority of the studied schools also scored above the state's mathematics scaled score mean. AUTHOR: C. Harper.Citation: Harper, C. (2001). A study of Accelerated Reader Model and Master Schools and performance on the Mississippi Curriculum Reference Test. Unpublished manuscript, University of Southern Mississippi.Email research@renaissance.com to request a copy of this study from the Renaissance Research Department.

DETAILS: School Profile: 1,100 students in years 9-12; Demographics: State school, Maori and Pacific Island Students: 39%, ESL: 3%, Decile: 5. RESULTS: Records data indicated that remedial students gained between 1-and-5 years growth in reading using Accelerated Reader with best practices over the course of the school year. REPORTING EDUCATOR: Denny Newburn, teacher. The full report is available online: <https://docs.renaissance.com/R11782>.

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. The full report is available online: <https://docs.renaissance.com/R117840>.

DETAILS: Design: Quasi-experimental; Sample: 79 students in grades 4-6. RESULTS: This study measured the language mechanics skills of students and showed a 23% higher average performance level for students who used Perfect Copy compared to a control group that had traditional language arts instruction. REPORTING EDUCATOR: Dr. Ray Van Groesbeck, teacher. (Email research@renaissance.com to request a copy of this study from the Renaissance Research Department.)

DETAILS: School Profile: 776 students in grades K-6; Demographics: Urban, Title I, Free/reduced lunch: 98%, Limited English proficiency: 75%; Race/Ethnicity: Black/African American: 2.1%, Asian or Pacific Islander: 13.8%, American Indian or Alaska Native: 1.5%, White: 58.6%, Hispanic or Latino: 24%.RESULTS: In just 3 months, students using Accelerated Reader achieved 28% more growth on the Stanford 9 (SAT-9) than students not using it. REPORTING EDUCATOR: Maureen DiLuzio, teacher. The report is available online: <https://docs.renaissance.com/R40717>.

DETAILS: School Profile: 725 students in grades K-6; Demographics: Urban, Free/reduced lunch: 48%; Mobility 55%; ESL: 14%. RESULTS: Since the implementation of Accelerated Reader with best practices, 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: David Moore, principal. The full report is available online: <https://docs.renaissance.com/R11621>.

DETAILS: School Profile: 830 students in grades 1-4. RESULTS: After implementing Accelerated Reader with best practices, this elementary school boosted its reading scores on the Iowa Test of Basic (ITBS) Skills by 3 years of growth in just 2 years. REPORTING EDUCATOR: Susan Morris, principal. The full report is available online: <https://docs.renaissance.com/R116230>.

This School Library Journal article from 2001 explains how the success of Accelerated Reader in the special education classrooms at a Washington high school led to schoolwide implementation of the software, resulting in greater student achievement and motivation to read. AUTHOR: J. Anderson. This article is available online: <http://www.slj.com/2001/07/students/what-works-a-skeptic-is-sold/>.

DETAILS: School Profile: 486 students in grades 6-8; Demographics: Rural, Free/reduced lunch: 41%; Race/Ethnicity:White: 98%, Other: 2%. RESULTS: Implementation of Accelerated Reader, Star Reading, Accelerated Math, Star Math, and Perfect Copy resulted in 9 positive qualitative and quantitative outcomes. REPORTING EDUCATOR: Ward Jarman, Title I teacher. The full report is available online: <https://docs.renaissance.com/R40712>.

DETAILS: School Profile: 136 students in grades: 1-5; Demographics: Rural, Free/reduced lunch: 74%, Limited English proficiency: 13%, Mobility: 33%; Race/Ethnicity: American Indian or Alaska Native: 1%, Black or African American: 4%, Hispanic or Latino: 67%, White: 28%. RESULTS: After using Accelerated Reader and Accelerated Math with best practices, based on GE gains, students who enrolled in the school mid-year, as well as students who started the year below grade level, were learning at an accelerated rate in both reading and math. REPORTING EDUCATOR: Joann Lobianco, principal. The full report is available online: <https://docs.renaissance.com/R36401>.