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. (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. (Email research@renaissance.com to request a copy of this study from the Renaissance Research Department.)

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.(Email research@renaissance.com to request a copy of this study from the Renaissance Research Department.)

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.

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: 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. (Email research@renaissance.com to request a copy of this study from the Renaissance Research Department.)

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. (Email research@renaissance.com to request a copy of this study from the Renaissance Research Department.)

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. (Email research@renaissance.com to request a copy of this study from the Renaissance Research Department.)

DETAILS: School Profile (Susan B. Anthony MS): 473 students in grades 7 & 8; Socio-Economic Status: Free/reduced lunch: 22%, Mobility: 26%; Race/Ethnicity: American Indian/Alaska Native: 1%, Asian/ Pacific Islander: 5%, Black/African American: 6%, Hispanic/ Latino: 4%, White: 84%. School Profile (Dwight D. Eisenhower MS) 495 students in grades 7 & 8; Socio-Economic Status: Free/reduced lunch: 35%; Mobility: 29%; Race/Ethnicity: Asian/Pacific Islander: 5%, Black/African American: 13%, Hispanic/Latino: 3%, White: 79%. RESULTS: In just 9 weeks of implementing Accelerated Reader with best practices, reading scores increased 5 percentile points and the number of students who thought reading was enjoyable increased by 18%. REPORTING EDUCATOR: Julie Clingan, reading teacher. (Email research@renaissance.com to request a copy of this study from the Renaissance Research Department.)

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. (Email research@renaissance.com to request a copy of this study from the Renaissance Research Department.)

DETAILS: Location: McKinney, Texas; Design: Independent, correlational; Sample: Elementary and middle school students; Measures: Star Reading, Texas Assessment of Academic Skills (TAAS); Duration: 1 year. RESULTS: During the 1999-2000 school year, McKinney Independent School District began a 3-year implementation of Renaissance software. Elementary schools implemented Accelerated Reader, while middle schools and a few elementary school classrooms implemented Accelerated Math. The evaluation shows that even in the 1st year of use, Accelerated Reader and Accelerated Math had a very positive effect on the district. Elementary students experienced significantly accelerated growth in reading as shown by both Star Reading and the TAAS. Although Accelerated Math was implemented less widely, students also exhibited improvement in their math skills. AUTHORS: E.G. Smith and C. Clark. Email research@renaissance.com to request a copy of this study from the Renaissance Research Department.

The results from this early literacy survey demonstrated that educators believe Accelerated Reader with best practices helps educators meet the goals of the Reading Excellence Act. Email research@renaissance.com to request a copy of this study from the Renaissance Research Department.