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Regional & National Studies

Student Populations

  • English Language Learners
  • Special Education
  • Title I

Efficacy Studies

  • Great Falls Public Schools, MT
    During the 2006/2007 school year the 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.
  • 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 Placement tests and Measures of Academic Progress (MAP) standardized test.
  • 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.
  • 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.

Case Studies

  • Capistrano Elementary School, Modesto, CA
    Students at Capistrano Elementary School, located in northern California's San Joaquin Valley, were facing academic challenges, lagging in math achievement and requiring intervention to master grade-level expectations. Capistrano Elementary leaders reviewed a number of research-based intervention solutions before choosing the Academy of MATH® from EPS/School Specialty Literacy and Intervention four years ago.
  • Freedom Elementary School, Lima, OH
    In 2004, Freedom Elementary adopted the Ohio Integrated Systems Model for Academic and Behavior Supports (OISM), a comprehensive school-wide prevention and intervention model that provides support systems which address both academic and behavioral needs of all students. Any school adopting OISM scrutinizes student performance data on a regular basis to guide decisions related to any potential intervention.
  • 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®.
  • 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.
  • 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 Academy of READING® and Academy of MATH® to their curriculum.
  • 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.
  • St. Ferdinand Parish, Chicago, IL
    Chicago-based school principal Dr. Lucine Mastalerz knew that her dedicated teaching staff would need to see results first before embracing any technology-based solution. She implemented a progressive strategy that eased the Academy of MATH into the curriculum. She began a pilot program working with a resource teacher and 25 grade 4 math students.

Success Stories

  • Monroe Elementary School, Monroe, GA
    Monroe Elementary is a rural school that has much in common with its inner-city counterparts: a diverse student population; a high proportion of children from underprivileged homes; and a great many students facing academic challenges in the core subjects of reading and math. But now teachers at Monroe have a new tool at their disposal: the Academy of READING. And it's having a powerful impact on learners' performance—inspiring staff, students and parents alike.
  • Scott County School District #2, Scottsburg, IN
    Administrators at Scott County decided that they needed to find a solution to help their students who were falling behind in reading that offered concrete, measurable gains in both classroom performance and statewide testing. The answer was an innovative two-part solution that combined the district's own "Minds in Motion" pre-reading readiness program with the Academy of READING.
  • Monroe Elementary School, Saint Louis, MO
    Principal Gerry Arbini implemented the Academy of READING at Monroe Elementary in the fall of 2002. By the spring of 2003, when the annual Missouri Assessment Program (MAP) tests were administered, it was clear that the program was making a difference.
  • 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.
  • Andrew Jackson Elementary School, Kingsport, TN
    Linda Carter of Andrew Jackson Elementary School describes how her students' self-confidence and self-esteem have increased after students improved their reading abilities using the Academy of READING.

Efficacy Studies

  • 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.
  • 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 Placement tests and Measures of Academic Progress (MAP) standardized test.
  • Alton Community Unit School District No. 11, IL
    In the Fall of 2003, the Alton Community Unit School District began implementing S.P.I.R.E.® as a prevention-intervention literacy program for K–2 students in the Students with Disabilities subgroup. Over the next two years S.P.I.R.E. was extended to Students with Disabilities in grades 3–8, in addition to the Early Childhood and Mentally Impaired programs. Data from the 2006 ISAT shows that the Students with Disabilities subgroup has made significant gains in reading. As a result of these gains, three schools made Adequate Yearly Progress (AYP) in 2006.

Case Study

  • 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 — Academy of READING® and Academy of MATH®.
  • 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).
  • 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.
  • 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.

Success Stories

  • 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.
  • 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.
  • 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.

Efficacy Studies

Case Studies

  • 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 Academy of READING and Academy of MATH.
  • 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.

Success Stories

  • Monroe Elementary School, Monroe, GA
    Monroe Elementary is a rural school that has much in common with its inner-city counterparts: a diverse student population; a high proportion of children from underprivileged homes; and a great many students facing academic challenges in the core subjects of reading and math. But now teachers at Monroe have a new tool at their disposal: the Academy of READING.  And it's having a powerful impact on learners' performance—inspiring staff, students and parents alike.
  • Scott County School District #2, Scottsburg, IN
    Administrators at Scott County decided that they needed to find a solution to help their students who were falling behind in reading that offered concrete, measurable gains in both classroom performance and statewide testing. The answer was an innovative two-part solution that combined the district's own "Minds in Motion" pre-reading readiness program with the Academy of READING.
  • Southbridge, MA
    Educators in Southbridge, MA, recognize that their small community is not immune to some of the challenges associated with larger cities. Through the Academy of READING teachers have helped their students overcome some powerful educational obstacles and achieve impressive success.
  • Monroe Elementary School, Saint Louis, MO
    Principal Gerry Arbini implemented the Academy of READING at Monroe Elementary in the fall of 2002. By the spring of 2003, when the annual Missouri Assessment Program (MAP) tests were administered, it was clear that the program was making a difference.