Evaluation of Renaissance Learning Mathematics and Reading Programs in UK Specialist and Feeder Schools
Multiple schools, London, England, United Kingdom
DETAILS: Location: United Kingdom; Design: Independent, quasi-experimental; Sample: 935 students at 21 schools; Measures: NFER-Nelson Progress in Mathematics 4-14 series, Suffolk Reading Scale, 2 Test; Duration: 2005-2006.
RESULTS: In this study, the researchers matched Specialist Schools in the UK implementing Accelerated Reader, and its math counterpart Accelerated Math, with similar schools where the software were not implemented. Average standardized test scores for reading improved in five out of six treatment schools; in the two comparison schools, one saw a decline in average score and one saw an improvement. One of the main advantages was the personalized learning aspect of the software. In schools using Accelerated Reader, surveys administered to both teachers and students indicated that students were motivated by the immediate feedback provided by the software. Increases were seen in the number of students interested in reading, reports of feeling independent while reading, and the perception of math abilities. Teachers reported that they would recommend both Accelerated Reader and Accelerated Math to their colleagues.
AUTHORS: Peter Rudd and Pauline Wade.
The Summary of this study is available online.
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