|
|
Classroom Results
Academy of READING
Efficacy Studies
- High School Meta Study - Examining the Effectiveness of the Academy of READING for Striving Readers »
In this meta study, we reviewed training data from a large cross-section of high schools in the U.S., encompassing diverse regions, program implementations, demographics and age groups. The results show that students using the Academy of READING achieved significant gains in reading proficiency. (View PDF, 190K)
- DC Public Schools, Washington DC »
Students had the opportunity to train on the Academy of READING during the summer school session that was held during the months of July and August 2004. A total of 227 students from grades 3-8 participated in the program, which was implemented at eight schools in the district. (View PDF, 147K)
- Faust Junior High School, Chambersburg, PA »
The effectiveness of the Academy of READING in promoting reading skills was examined in a group of 8th grade students at Faust Junior High School. Students participating in the study had been identified as having at least two years of reading delayed problems. After 11.5 hours of time on task on the Academy of READING, these students showed statistically significant gains of 2.4 grade levels on the Stanford Diagnostic Reading Test. (View PDF, 105K)
- Independence Middle School, Bethel Park, PA »
In less than one school year, a group of 93 regular and special education students training on the Academy of READING demonstrated substantive average gains of 2.5 grade levels on the Stanford Diagnostic Reading Test. Prior to training, only 14.4% of students scored at or above their grade level on the SDRT. Following training, 54.4% of students scored at or above their grade level on the test. (View PDF, 144K)
- W.B. Goodwin Elementary School, North Charleston, SC »
During the 2003-2004 school year at W.B. Goodwin Elementary School, 433 students, in grades 1 through 6, participated in an evaluation of the effectiveness of the Academy of READING intervention program. Results, based on a comparison of pre- and post-training CPRT scores, showed that students achieved 1.5 grade levels gains in their reading proficiency after an average of 4.4 hours of focused training. (View PDF, 145K)
- Sweetwater Elementary School, Sweetwater, TN »
Students in the 3rd grade at Sweetwater Elementary School participated in an evaluation of the Academy of READING intervention program. Prior to training on the Academy of READING, only 4% of students scored at or above the third grade level on the STAR Reading Test. Following training, 50% of students scored at or above their grade level and 2% of students scored at or above the fourth grade level. (View PDF, 157K)
- Evergreen Elementary School, WI »
The goal of this project was to evaluate the efficacy of the Academy of READING and Academy of MATH with struggling students in third through fifth grade. Gains were examined on the AutoSkill Placement tests and Measures of Academic Progress (MAP) standardized test. (View PDF, 76K)
Case Studies
- 21st Century Preparatory School, Racine, WI »
In reaction to a growing
concern that numerous students were performing well below
grade level, educators at 21st Century Preparatory School in
Racine, Wisconsin, realized that the solution to stemming the
tide of sagging performance was already in the building —
AutoSkill’s Academy of READING® and Academy of MATH®. (View PDF, 54K)
- Davenport North High School, Davenport, IA »
The Davenport School District had already been using the Academy
of MATH for two years when they added the Academy of READING
in 2004. Originally a program they used for only the special education
students, Davenport North found the Academy of READING and the
Academy of MATH so helpful that their administration began using
it with students of all abilities, in all three high schools (Central,
West & North). (View PDF, 54K)
- Janesville School District, Janesville, WI »
Identifying struggling students is rarely a problem for educators — most have at least a mental list of kids who are unfortunately
falling behind. Identifying what the best course of action for those
students is where the challenge is often found. For the School
District of Janesville, that prescribed action included the intervention
solutions Academy of READING® and Academy of MATH®. (View PDF, 55K)
- Ladue High School, Saint Louis, MO »
Every student that passes through Joanne Curran’s classroom
struggles with some aspect of reading — fluency, vocabulary,
comprehension or any of a number of important components.
Consequently, every child she works with reads far more slowly
than age-level expectations. An important addition to Ladue’s
curriculum offers each of these students the opportunity to turn
all that around — AutoSkill’s Academy of READING. (View PDF, 51K)
- LEARN Charter School, Chicago, IL »
Courtney Francis, Head of LEARN Charter School, knows that
education builds upon a strong foundation in reading and math
skills, but she wasn’t convinced that technology could be the
instrument to aid in strengthening those skills. The literacy
intervention software programs Academy of READING and
Academy of MATH made her a believer. (PDF, 284K)
- Los Arcos Learning Center, Salida, CA »
Salida Union School District developed a supplemental program, using the Academy of READING, to provide additional assistance to ELL and economically disadvantaged students and improve scores on the California Academic Performance Index. The results were dramatic – 42% of the students who attended the program showed significant growth in their language skills, compared to only 24% of students who did not attend the program. (View PDF, 109K)
- Edgewater High School, Orange County, FL »
Located in Orlando, Edgewater High School (EHS) is home to a diverse multicultural and socioeconomic student population: 46% are African American, 12% are Hispanic, and 16% are Special Education. Meeting the learning needs of such a diverse student population can be challenging for any school. This reality hit home in 2004 when EHS failed to make the necessary gains with the lowest 25% of its students on the Florida Comprehensive Assessment Test for the two previous years. (View PDF, 52K)
- Washington Middle School, Springfield, IL » A short assessment led to a decision to test the Academy of READING and Academy of MATH with 76 students in the winter semester. The pilot results for Washington Middle School were compelling with some students achieving gains of 2.0 levels in a three month period. (View PDF, 67K)
- Nash-Rocky Mount Schools, Nashville, NC »
Nash-Rocky Mount administrators decided to incorporate the Academy of READING into their high schools' regular curriculum after discovering that almost 20% of their incoming grade 9 students were reading below grade level. According to Sylvia Matthews, Executive Director of Secondary Education, the Academy of READING is an excellent resource for high school teachers because it gives them the tools to teach their students and the data to show that it is working. (View PDF, 154K)
- Shilohview Elementary School, Dayton, OH »
Shilohview was in dire need of a reading intervention solution that would produce immediate and measurable academic gains for a large population of at-risk students. After implementing the Academy of READING, Shilohview Elementary School saw that some of their students, who normally don't progress at benchmark rates for DIBELS testing, were performing as much as 30% beyond their expectations. (View PDF, 68K)
- Brownsville Area School District, Brownsville, PA »
In 2003 all five Brownsville Area schools failed to meet the minimum standards established by the Pennsylvania System of School Assessment (PSSA) and all schools fell into the red and required 'school improvement'. "The PSSA forced us to look at how we were instructing our students. We needed to formulate very clear goals and forge a long term plan that would help us to level the playing field," says Dr. Harry Miale, Assistant to the Superintendent. (View PDF, 463K)
- Independence Middle School, Bethel Park, PA »
Like many schools, Independence Middle School had a population of “at-risk” students that school educators could not help using standard, time intensive remedial efforts. These students achieved 39% or less on the TerraNova test or were deemed Basic or Below Basic on the Pennsylvania System of School Assessment (PSSA). Two reading specialists, Kimberly Pepper and Sonja Kubinec, were fiercely determined to find a new way to help these students. (View PDF, 421K)
- Blackman Middle School, Murfreesboro, TN »
BMS decided to implement a pilot program called Across the Road in the summer of 2003. Approximately 50 to 60 students from grades 6 to 8 participated in the initial pilot with borderline grade 8 students being a priority. BMS decided to use AutoSkill's Academy of READING and Academy of MATH as the literacy intervention solution of choice. (View PDF, 64K)
- Claughton Middle School, Houston, TX »
Two years ago, despite many progressive student support initiatives, Claughton's TELPAS score dipped to a bare pass at 53%. After researching various alternative intervention methods Delic Loyde, Principal of Claughton Middle School, quickly settled on AutoSkill's Academy of READING and Academy of MATH. (View PDF, 59K)
- Sebeka School District, Sebeka, MN »
Like many schools across Minnesota, educators at the Sebeka
School District were faced with an important decision — how best
to utilize funds available from the Minnesota Microsoft settlement.
Many software intervention solutions were investigated and
considered. Based on first-year results, Superintendent Dave
Fjeldheim is certainly convinced they made the correct decision
in adding AutoSkill’s Academy of READING® and Academy of
MATH® to their curriculum. (View PDF, 56K)
- Sheboygan Falls School District, Sheboygan Falls, WI »
Jean Born's pre-implementation research paid off. The Sheboygan Falls School District recently completed their first year of using both the Academy of READING and Academy of MATH and district administrators have seen marked improvement throughout the student body. (View PDF, 67K)
|
