The Integration of Renaissance Programs into an Urban Title I Elementary School, and its Effect on School-Wide Improvement.

Two schools, NA (city), Arizona (AZ)


DETAILS: Design: Independent, quasi-experimental; Sample: 2 demographically matched K-6 urban schools.

RESULTS: This study explored the impact of Accelerated Reader and best classroom practices. One school implemented Accelerated Reader and best practices for 5 years and had twice the free or reduced-price lunch population of the control school (36% vs. 18%), which implemented Accelerated Reader sporadically without best practices. Using survey and focus group data, in addition to Stanford 9 data, researchers found the treatment school gained 13 percentiles, while the control school made no gain.

AUTHORS: Linda Sadusky and Sarah Brem, PhD.

The full report is available online.

Publication Date:

For information about research not available electronically, please email us at