Florida Center for Reading Research positively reviews 100 Book Challenge with no weaknesses noted:

For more information on how 100 Book Challenge is aligned with current research, check out this report by Florida Center for Reading Research. The report provides an overview of the 100 Book Challenge program and critiques previous reports by Dr. Joseph DuCette and Dr. Robert Offenberg. The report also highlights some program strengths and lists Florida school districts that have implemented the 100 Book Challenge.

American Reading Company’s 100 Book Challenge
Scientifically Based Reading Research Support:

100 Book Challenge is both founded in and supported by the most current research on reading development and adolescent literacy. American Reading Company’s 100 Book Challenge Scientifically Based Reading Research Support outlines the research basis of the 100 Book Challenge and 100 Book Challenge Varsity reading programs. In addition, it details how 100 Book Challenge correlates with No Child Left Behind, Reading First, and Reading Next.

Effects of 100 Book Challenge on Standardized Test Scores of Urban Elementary Pupils in Philadelphia:

Dr. Robert Offenberg, who retired in 2005 after many years in the research department of the School District of Philadelphia, conducted a longitudinal analysis of the effectiveness of the 100 Book Challenge reading program on the achievement scores of Philadelphia students in grades 1 through 3 from 2002 to 2004. The study involved nearly 16,000 students in 89 different elementary schools—14 100 Book Challenge schools and 75 comparison schools.

Summary results:

• Students in 100 Book Challenge schools outperformed students in non-100 Book Challenge schools on the TerraNova standardized test. Overall, there was a highly statistically significant difference between the two groups
• African-American students in 100 Book Challenge schools did especially well, significantly narrowing the gap between their performance and that of their White peers. In fact, most of the gap between the reading scores of African American students and “majority group” students was eliminated when African American students attended schools using 100 Book Challenge.

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Quasi-experimental studies were conducted in 1999 and again in 2001 by Dr. Joseph DuCette of Temple University’s Department of Educational Psychology in Philadelphia, Pennsylvania. The 2001 study included more than 3,000 students in grades one through three in 30 Philadelphia public schools. Both studies found significant advantages for students using American Reading Company’s 100 Book Challenge.

Summary results of the 2001 evaluation:

• First grade students are reading at levels higher than would be expected if the Program had not been implemented.
• Program students in the second grade attained significantly higher levels of reading achievement as compared to students in non-Program schools
• Although the difference between Program and comparison students at the third grade was not significant, the average score of Program third graders was higher than the score for students in the comparison schools.
• Program students in classes with a higher degree of Program implementation attain significantly higher reading scores than students in classes with a lower degree of implementation.
• Data from a questionnaire administered to principals and teachers in the Program schools indicated strong support for the Program.

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Summary results of the 1999 evaluation:

• Program students attained significantly higher levels of reading achievement as compared to students in non-Program classes. This was true for students in all three of the grades tested, with the largest differences occurring for students in the first and third grades.
• Program students in classes with a higher degree of Program implementation attain significantly higher reading scores than students in classes with a lower degree of implementation.
• First grade students in Program classes are reading at higher levels (using the District's classification of “Below Basic,” “Basic,” “Proficient,” and “Advanced”) as compared to non-Program students.

In addition to the studies by Dr. DuCette, an extensive quantity of research supports the 100 Book Challenge's program emphasis on independent reading and the associated increase in volume of reading. See Research Support.

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