Learning Information System Effects on Reading, Language Arts, Math, Science, and Social Studies
Multiple schools, NA (city), Tennessee (TN)
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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