PAF « pafprogram.com visitors
REMOVE

Regional & National Studies

US Regions

  • Northeast: CT, DC, DE, KY, MA, MD, ME, NH, NJ, NY, OH, PA, RI, VA, VT, WV
  • Southeast: AL, FL, GA, LA, MS, NC, SC, TN
  • Midwest: IA, IL, IN, MI, MN, ND, NE, SD, WI
  • Central: AR, KS, MO, OK, TX
  • Northwest: ID, MT, OR, WA, WY
  • West: AZ, CA, CO, NM, NV, UT
  • Northeast
  • Southeast
  • Midwest
  • Central
  • Northwest
  • West

Efficacy Studies

  • DC Public Schools
    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.
  • 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.
  • 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.
  • 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.

Case Studies

  • 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.
  • 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.
  • 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.
  • 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.

Success Stories

  • Caverna School District, Cave City, KY
    Diagnostic capability is one reason why educators at the Caverna Independent School District chose the Academy of READING as their primary reading intervention. Another is the program's solid track record for producing better, stronger readers, and, according to one four grade teacher, better writers too.
  • 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.
  • 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.

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.
  • 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.
  • 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.
  • 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 Study

  • 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.
  • 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.
  • 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 Academy of READING and Academy of MATH as the literacy intervention solution of choice.

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.
  • 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.
  • 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.
  • 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.

Efficacy Studies

  • 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.
  • 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.
  • 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 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 — 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).
  • 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.
  • 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.
  • 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.
  • 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.

Success Stories

  • 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.
  • 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.

Efficacy Studies

  • Spring Independent School District, TX
    The goal of this project was to evaluate the efficacy of the Academy of READING® and Academy of MATH® with struggling elementary, middle, and high school students. Gains were examined on the Placement tests and Texas Assessment of Knowledge and Skills (TAKS) standardized test.
  • 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.

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.
  • 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 — Academy of READING.

Success Stories

  • 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.
  • Gateway Middle School, St. Louis, MO
    Gateway Middle School is one of several schools in St. Louis to have adopted the Academy of READING. Rebecca Kettenacker sees on a daily basis the impact the Academy of READING has on her ESL students.
  • 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.

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.
  • 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.

Case Studies

  • 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. (
  • Selah Intermediate School, Selah, WA
    Although Selah was meeting the requirements for the Washington Assessment of Student Learning (WASL), the state’s test for students and schools, a large number of students were still not passing. To address the needs of these students, Selah Intermediate School Principal Jim Merz reassigned Roger Bennett, a Math and PE teacher, to spend half of his school day working to help more at-risk math students pass the WASL. A state grant enabled Selah Intermediate School to change gears with its intervention strategy and implement a software solution called the Academy of MATH.

Success Stories

  • 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.
  • Komachin Middle School, Lacey, WA
    Educators at Komachin Middle School first began to seek out a reading intervention program when the Washington Standards of Learning and the district revealed that many of their students were reading below the 35th percentile. Educators examined several different programs, but the Academy of READING was the clear choice because of its scalability, adaptability, and basis in neurological research.
  • Ocosta School District, Westport, WA
    Ocosta School District has tried various reading intervention methods without great success. When statewide reading tests indicated the seriousness of students' reading disabilities, teachers decided that a solution had to be found. They turned to the Academy of READING and were very happy with the results.

Efficacy Studies

Case Study

  • 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.
  • 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.
  • 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 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.

Success Stories

  • Fillmore USD, Fillmore, CA
    Fillmore USD initially adopted the Academy of READINGto benefit its remedial students; but when those students' reading levels soared by as many as six grades, word of the program quickly spread and students of all reading abilities began using it.