Other Evaluation Studies
In a controlled evaluation, Holmes and Brown (2003) found that two schools using the School Renaissance program achieved significantly higher standardized test scores when compared with two contrast schools that were using the Renaissance program in a very limited way. Because so many schools in the United States are using Accelerated Reader, it was difficult for the authors of this study to find two schools in Georgia that were not already using Accelerated Reader. The authors noted:
- "In all nine comparisons involving standardized test scores in reading, language arts, and mathematics, the Renaissance schools' children outperformed the contrast school's children. It can only be concluded that the Renaissance program was highly effective in raising the performance of these elementary students." (Holmes & Brown, 2003)
Samuels and Wu have completed a number of studies on Accelerated Reader with positive results. In 2003, they found that, after six months, third- and fifth-grade students that used Accelerated Reader demonstrated twice the gain in reading comprehension as those that did not use Accelerated Reader. The comparison students completed book reports, relaying that delayed feedback through book reports is not as useful as the immediate feedback provided by Accelerated Reader. In another study, Samuels and Wu (2004) found students in Accelerated Reader classrooms, after controlling for the amount of time spent reading each day, outperformed students in control classrooms.
Researcher Keith Topping has completed a number of scientific studies on Accelerated Reader that have found the software to be an effective assessment to inform curriculum.
Read more about this topic: Accelerated Reader
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