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Classroom Results

High School Implementations

Efficacy Studies

• Great Falls Public Schools, MT »
  During the 2006/2007 school year the AutoSkill Academy of MATH® intervention software program was actively used at 16 schools in the Great Falls Public Schools District. The program was targeted mainly towards students that were having difficulty with their math skills. (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)
• 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)
• University High School, Orange County, FL »
  A randomized control trial (RCT) study was conducted with students at University High School, Orange County Public Schools, FL. The study showed that the Academy of MATH test group achieved significant math gains on the Stanford Diagnostic Mathematics Test (SDMT) and on the FCAT. (View PDF, 145K)

Case Studies

• 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)
• 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)
• Valley High School, Las Vegas, NV »
  Rapid growth in newcomer students with Limited English Proficiency (LEP)
  is challenging many schools across the nation to meet Adequate Yearly Progress (AYP) targets established by No Child Left Behind (NCLB). Valley High School turned to AutoSkill’s Academy of READING; a software-based literacy intervention solution that has a proven track record for achieving permanent and measurable gains in students of all ages. (View PDF, 1.44MB)
• Kamiakin High School, Kennewick, WA »
  Named after Kamiakin, a chief of the Yakama Tribe in the 1800s, Kamiakin High School has earned a solid reputation for being one of the top public high schools in southeastern Washington. Until 2003 the Kamiakin Math Department had been putting struggling math students in an "extended integrated" math class. (View PDF, 69K)
• 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)
• 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)
• 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)

Success Stories

• Kathleen High School, Lakeland, FL »
  When students' reading levels deteriorated to alarming lows, educators at Kathleen High School, in Lakeland, FL, knew they had to introduce a reading intervention program. The first one they tried produced lackluster results, but the next yielded great success, the Academy of READING.
• Cobb County Public Schools, Marietta, GA »
  Cobb County Public Schools use the Academy of READING software program for more than just improving students' reading skills, they use it to help decrease the rate of high school dropouts. The unique instruction methods of the Academy of READING inspire students to learn while boosting their confidence and giving them a reason to stay in school.
• Kelly High School, Chicago, IL »
  Recognizing the value of adopting a reading intervention program, teachers at Kelly High School thought about what would ensure such a program's success. The program had to have a proven record of achieving results, and it needed to engage and motivate students to learn more. The Academy of READING met their criteria, and the teachers soon discovered that it was a very valuable tool.
• Port Perry High School, Port Perry, ON »
  Port Perry High School's special education department has experienced astounding success with its special needs students. They have developed a Supplemental Tutorial Program, that includes the Academy of READING, to help students who have been identified as reading disabled.
• Chambersburg School District, Chambersburg, PA »
  The Academy of READING made such a strong first impression at Chambersburg Area School District that teachers and administrators were calling for a district-wide rollout of the software within months of its initial implementation.
• Lincoln County High School, Fayetteville, TN »
  When Lynn Craig was presented with the opportunity to implement the Academy of READING at Lincoln County High School, she was delighted. Craig had long been aware of the program and its positive impact on students with reading disabilities.
• Jefferson Davis High School, Houston, TX »
  When a third of its sixth-grade students failed a state reading test, Houston Independent School District implemented an ambitious reading program, one that focused on a balanced approach, emphasizing the fundamentals. The Academy of READING has become an important part of that program.
• Prosser High School, Prosser, WA »
  Since adopting the Academy of READING at Washington's Prosser High School, Reading Coordinator Kila Salyers-Smith has seen students achieve up to five years' reading improvement in a single year. She says students may show some initial reluctance when they begin the program, but by the second week, "they are enjoying the class and that reluctance is gone."
• Sumner High School, Sumner, WA »
  Confidence is crucial to learning, and a little success goes a long way. According to Vicki Kelly of Sumner Junior High School, the Academy of READING software program not only improves reading skills but also motivates students to want to read more.