Learning Information System Effects on Reading, Language Arts, Math, Science, and Social Studies

Multiple schools, NA (city), Tennessee (TN)

Abstract:

DETAILS: Design: Quasi-experimental; Sample: All schools in the Tennessee Value-Added Assessment System (TVAAS) database during the 1995-1996 school year.

RESULTS: Statistically significant results indicated that Accelerated Reader schools performed better than non-Accelerated Reader schools in reading, language arts, math, science, and social studies. Transition schools performed better than non-Accelerated Reader schools, but not as well as fully implementing Accelerated Reader schools.

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Publication Date:
01/01/1997

Updated: 01/01/2000