Longitudinal and quasi-experimental studies have demonstrated ARC’s ability to empower teachers to close the achievement gap and improve student reading achievement. And in a 2014 study conducted by Measurement Incorporated, the validity and reliability of the IRLA® formative assessment framework was affirmed by practitioners and independent reviewers alike.
The effectiveness of ARC’s 100 BOOK CHALLENGE has been featured in a wide range of studies, including a 2008 study of Philadelphia “Beat the Odds” schools highlighting 100 BOOK CHALLENGE use as part of program success. Additional studies measured the impact of 100 BOOK CHALLENGE on nearly 1,500 students in Baltimore County and nearly 16,000 students in Philadelphia, affirming its ability to close the achievement gap. The 100 BOOK CHALLENGE was positively reviewed in 2006 by the Florida Center for Reading Research, a multidisciplinary research center at Florida State University, and was identified as having no weaknesses.
Quasi-experimental studies of more than 3,000 students conducted by Temple University’s Dr. Joseph DuCette in 1991 and 2001 provide strong evidence that ARC solutions can have a significant impact on reading achievement and performance on standardized tests. Districts and schools across the nation have adopted American Reading Company solutions, and time after time student performance has increased—often dramatically.
American Reading Company’s Research Labs for Grades 3-5 have been reviewed by Learning List, an industry instructional materials review service for schools and districts.
Learning List found that our project-based core curriculum has an 86% coverage rate with the Common Core Standards, and 90% alignment percentage. Research Labs’ carefully sequenced lessons and leveled research libraries provide appropriate supports to ensure all students engage successfully with rich content, complex texts, and rigorous writing instruction, while meeting the Common Core State Standards. See a snapshot of the report here, or subscribe to Learning List to access the full spec sheet, alignment report, and editorial review.
In a 2014 study conducted by Measurement Incorporated, an industry leader in delivering research and evaluation services to educational institutions, experts and practitioners alike agree that the IRLA® formative assessment framework does indeed offer a multitude of benefits for students, teachers, parents, and administrators.
PCCY’s 2008 study of Philadelphia schools that “beat the odds” highlighted 100 BOOK CHALLENGE as a program that was used successfully to supplement the district’s core program. Four of the seven schools reviewed supplemented their core reading curriculum with 100 BOOK CHALLENGE.
American Reading Company’s offerings have been positively reviewed by the Florida Center for Reading Research and were found to have no weaknesses.
During the 2006–07 academic year, Baltimore (MD) County Public Schools (BCPS) adopted American Reading Company’s 100 BOOK CHALLENGE to help BCPS boost reading achievement among all students. This study was released by BCPS’ Office of Equity and Assurance in February 2008.
Dr. Robert Offenberg 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 revealed that 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.
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 1 through 3 in 30 Philadelphia public schools. Both studies found significant advantages for students using American Reading Company’s 100 BOOK CHALLENGE.
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