Achieve3000 Middle School Report
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Achieve3000 Middle School Report

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KidBiz3000®, TeenBiz3000®, and Empower3000™:...

KidBiz3000®, TeenBiz3000®, and Empower3000™:
The first Web-based, differentiated literacy solutions
that reach every student at his or her Lexile® level.
Powered by a proprietary software engine that distributes
grade–appropriate assignments to the entire
class, but tailors them according to each student’s
reading level, Achieve3000 Solutions enables teachers
to move their students up surely and steadily,
level by level.
These research–based solutions extend teachers’
reach without increasing workloads or time demands
and are proven to accelerate reading comprehension,
fluency, writing proficiency, vocabulary
development, and high-stakes test scores.

In a national study of middle school students using TeenBiz3000, students nearly doubled their expected growth
norms.

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    Achieve3000 Middle School Report Achieve3000 Middle School Report Document Transcript

    • districtsbelieveteachersbelievestudentsbelieveparentsbelieveNational Middle SchoolLexile Study
    • National Middle School Lexile Study National Lexile Study Number of Schools 1,224 Number of Students 86,292Achieve3000 Solutions ®KidBiz3000®, TeenBiz3000®, and Empower3000™: These research–based solutions extend teachers’The first Web-based, differentiated literacy solutions reach without increasing workloads or time de-that reach every student at his or her Lexile® level. mands and are proven to accelerate reading com-Powered by a proprietary software engine that dis- prehension, fluency, writing proficiency, vocabularytributes grade–appropriate assignments to the entire development, and high-stakes test scores.class, but tailors them according to each student’sreading level, Achieve3000 Solutions enables teach-ers to move their students up surely and steadily,level by level.
    • National Middle School Lexile Study Executive Summary In a national study of middle school students using TeenBiz3000, students nearly doubled their expected growth norms. Students exceeded their “expected” Lexile 125 gains by 43 points 100Lexile Points 75 50 25 0 ■ Key Findings • Students at all grade levels made significant gains • According to national data, middle school English compared to gains expected with “normal” instruc- Language Learners made more than double their tion, nearly doubling the expected growth norms. expected Lexile gains and gained an average of 169 Lexile points. • Students reading two or more years below grade level at the beginning of the school year made gains of • The quality of the work and the number of reading nearly double the expected growth norms, effectively sessions that students submit on Achieve3000 closing the gap for the most struggling readers. are statistically significant predictors of their Lexile performance. • Students who completed at least two reading ses- sions per week made the highest Lexile gains on average, nearly two-and-a-half times the expected growth norms. 1
    • National Middle School Lexile Study Results that Count: Achieve3000 Increases Middle School Student Performance at All Levels 6th-grade students exceeded their “expected” Lexile gains by 47 points Students across all middle school gradeLexile Points levels and populations made significant gains in Lexile reading performance over and above the gains expected with regular instruction 6 7 8 Grades Methodology Lexile Measurement of Reading Growth: To determine the effects of TeenBiz on the literacy developed in partnership with MetaMetrics™, delivers a development of students, Achieve3000 designed a Lexile score for the student. The actual growth achieved study measuring student Lexile growth with a pre- and is compared to the expected yearly growth norms, a a post-test using the LevelSet™ assessment. LevelSet, MetaMetrics calculation.1 ■ The Assessment Measure Developed by Achieve3000 in conjunction with Meta- to reading and text measurement that has become the Metrics Inc., LevelSet offers a scientific means of match- most widely adopted reading measure in use today. ing students to informational texts. Developed by MetaMetrics Inc., Lexile measures are the result of more than 20 years of ongoing research. LevelSet is administered up to three times yearly—an initial assessment to establish a baseline score (based A key advantage of the Lexile scale is that the Lexile on the Lexile Framework®) at the beginning of the school Framework measures both text and reader using the year, an interim assessment halfway through the school same scale. This means that the ability to comprehend year, and a post-assessment at the end of the school and the material being comprehended are being evalu- year—providing a summative measurement of student ated by the same criteria, lending it greater scientific progress. The Lexile Framework is a scientific approach validity. 2
    • National Middle School Lexile StudyClosing the Gap: Results with Our MostStruggling ReadersAccording to national data, middle school students reading two or more years below grade level madenearly double the expected Lexile reading gains. Below-Level readers using TeenBiz averaged a Lexile 160 gain of 118 points 120 55-point Lexile gain;Lexile Points this is nearly double the expected Lexile growth 80 40 0 6th-grade students exceeded their expected Lexile gains by 67 points Below-level readers across all middle school grade levelsLexile Points and populations made significant gains in Lexile reading performance over and above the gains expected with regular instruction Grades 3
    • National Middle School Lexile Study Closing the Gap: English Language Learners In a study of middle school English Language Learners, students made more than double the expected Lexile reading gains. Average Lexile gain of 169 points 85-point Lexile gain above the average expected growth; this is more than double theLexile Points expected Lexile growth of 84 points Closing the Gap: Special Education Students In a study of middle school Special Education students, students made more than one-and-a-half times the expected Lexile gains. Average Lexile gain of 102 points 37-point Lexile gain above the average expected growth; this is more than one-and-a-half Lexile Points times the expected Lexile growth of 65 points 4
    • National Middle School Lexile StudyEffect of Frequency of Program Use on Lexile GainsNumber of Reading Sessions CompletedAchieve3000 found a statistically significant relationship between the number of reading sessions completedon Achieve3000 Solutions and student nonfiction Lexile/reading growth. Middle school students who usedthe program at least twice weekly made the highest Lexile gains, nearly two-and-a-half times the expect-ed growth norms.Frequency of Usage Results for Middle School Students * The number of reading sessions that a student completes on Achieve3000 is a predictor of his or her Lexile performance gains. Students using program less Students using program at Students using program than once weekly: least once weekly: at least twice weekly: Average Lexile gain of 80 points Average Lexile gain of 106 points Average Lexile gain of 121 points 30-point Lexile gain above the average 56-point Lexile gain above 71-point Lexile gain above the average expected growth; this is more than one- the average expected growth; this is expected growth; this is nearly two-and- and-a-half times the expected growth more than double the expected growth a-half times the expected growthIn order to assess the effect of the frequency of use on student Lexile gains, Achieve3000 assigned students fromwithin its study to one of the following categories:•Group 1 (1–39): Fewer than 40 •Group 2 (40–79): 40-79 read- •Group 3 (80+): 80 or more read- reading sessions completed over ing sessions completed over the ing sessions completed over the the 10-month school year; fewer 10-month school year; between one 10-month school year; two or than one reading session weekly. and two reading sessions weekly. more reading sessions weekly. 5
    • National Middle School Lexile StudyEffect of Usage for Middle SchoolEnglish Language Learners Students using program less than twice weekly: Average Lexile gain of 162 points 78-point Lexile gain above the average expected growth; this is nearly double the expected growth Students using program at least twice weekly: Average Lexile gain of 193 points 109-point Lexile gain above the average expected growth; this is nearly two-and- a-half times the expected growthEffect of Usage for Middle School SpecialEducation Students Students using program less than twice weekly: Average Lexile gain of 97 points 32-point Lexile gain above the average expected growth; this is one-and-a-half times the expected growth Students using program at least twice weekly: Average Lexile gain of 141 points 76-point Lexile gain above the aver- age expected growth; this is more than double the expected growth 6
    • National Middle School Lexile StudyEffect of Quality of Program Use on Lexile GainsReading Activity ScoresIn addition to analyzing the frequency of use, Achieve3000 also analyzed the quality of program use. Themultiple-choice activity is a critical component of the Five-Step Literacy Routine and is a simple indicator ofthe degree to which students are applying themselves to the program. This formative assessment allowsprogress monitoring of overall understanding of the text read.Quality of Usage Results for Middle School Students To assess the effect of the quality of use on student Lexile gains, Achieve3000 assigned students from within its study to one of the following categories: •Group 1 (Less than 65% or greater than 90%): Students who averaged less than 65% or greater than 90% on the multiple-choice portion of the Five- Step Literacy Routine. •Group 2 (Between 65% and 90%, Students averaging less than Students averaging between inclusive): Students who averaged 65% or greater than 90%: 65% and 90%, inclusive: between 65% and 90%, inclusive, on the multiple-choice portion of the Five- Average Lexile gain of 75 points Average Lexile gain of 107 points Step Literacy Routine. A score within this range typically indicates that the student is applying himself to his work 25-point Lexile gain above the 57-point Lexile gain above the aver- and reading in his instructional zone. average expected growth; this is age expected growth; this is more Achieve3000 recommends that teach- one-and-a-half times the expected than double the expected growth ers monitor student scores to ensure growth performance in this range. 7
    • National Middle School Lexile StudyEffect of Quality of Program Use onMiddle School English Language Learners Students averaging less than 65% or greater than 90%: Average Lexile gain of 156 points 72-point Lexile gain above the average expected growth; this is nearly double the expected growth Students averaging between 65% and 90%, inclusive: Average Lexile gain of 200 points 116-point Lexile gain above the average expected growth; this is nearly two-and- a-half times the expected growthEffect of Quality of Program Use onMiddle School Special Education Students averaging less than 65% or greater than 90%: Average Lexile gain of 92 points 27-point Lexile gain above the average expected growth; this is nearly one-and- a-half times the expected growth Students averaging between 65% and 90%, inclusive: Average Lexile gain of 117 points 52-point Lexile gain above the average expected growth; this is nearly double the expected growth 8
    • National Middle School Lexile StudyReading Connections:Explicit Reading Comprehension StrategyInstruction and ApplicationAchieve3000 provides explicit instruction on the seven key comprehension strategies for informational text.Two new features of the program, the Lesson Plans and the Reading Connections, help address this need.The Lesson Plans that provide this direct, explicit instruction are available within the Learning Center, andone lesson plan is always attached to the daily article. Within each article, students are encouraged to ap-ply the strategies of summarization and generating questions.Reading Connections Results for All Middle School StudentsLexile Points■ Key Findings:• Students completing at least one Reading Connec- • Students completing at least one Reading Connec- tions article per week over the course of the school tions article per week had more than one-and-a- year averaged Lexile gains of 122 points, nearly two- quarter times the Lexile growth compared to students and-a-half times the expected growth. completing less than one Reading Connections article per week, with average Lexile gains of 28 points more for the school year. 9
    • National Middle School Lexile Study Graded Thought Questions: The Reading-Writing Connection Research shows a direct connection between reading and writing. Writing instruction helps improve reading comprehension. The Thought Question is the fourth step in the Five-Step Literacy Routine and purposefully engages students in a formal writing process that allows them to apply knowledge they have acquired and express their thoughts through writing. Thought Questions Results for All Middle School StudentsLexile Points ■ Key Findings: • Students who completed less than one Thought • Students who completed at least two Thought Ques- Question per week averaged gains of 90 Lexile points, tions per week averaged Lexile gains of 128 Lexile nearly double the expected Lexile growth. points, more than two-and-a-half times the expected Lexile growth. • Students who completed between one and two Thought Questions per week averaged Lexile gains • Completing Thought Questions is associated with of 114 Lexile points, nearly two-and-a-half times the significant gains in Lexile reading scores, with students expected Lexile growth. completing two or more per week outperforming students completing less than one per week by 38 Lexile points. 10
    • National Middle School Lexile StudyAfter School UsageResearch on adolescent literacy suggests that the amount of reading students do during out-of-schoolhours is an accurate predictor of their in-school academic achievement. If after-school programs can mo-tivate young people to read more and explore their interests through reading, this research suggests thatacademic performance will improve. 69% of Achieve3000 Middle Schools middle school After School Usage students across the nation logged in after 69% school hours. These students logged in 1,096,864 times after school during the 2009-2010 school year 11
    • National Middle School Lexile StudyEndnotes:¹ Normal Growth—Using MetaMetrics’ findings on growth norms to calculate the expected monthly growthexpected yearly growth norms, Achieve3000 calculated for a student at that reading level. Achieve3000 thenthe expected Lexile gain for each student. This calcula- multiplied the expected monthly growth by the numbertion was based on the length of time from the student’s of months the student spent on the program to arrive atpre- to post-test as well as the student’s initial reading an “expected Lexile gain” score for each student.level. Achieve3000 first used MetaMetrics’ expectedAppendixReferring to Page 5: Effect of Frequency of Program Use on Lexile GainsWhen a comparison of means was performed between group (p = .05). An analysis of variance (ANOVA) wasthe three usage categories (1–39, 40-79, 80+), a sta- performed to compare the group means.tistically significant difference was found between eachANOVA – Lexile Gains Sum of Mean df F Sig. Squares Square Between Groups 21418354 2 10709177.06 454.483 .000 Within Groups 2.0E+009 86289 23563.409 Total 2.1E+009 86291A Bonferroni post-hoc test found that all three groups were statistically significantly different from each other (see below).Bonferroni Test - Multiple ComparisonsDependent Variable: Actual Lexile Gain 95% Confidence Interval (I) Overall Reading (J) Overall Reading Mean Differ- Std. Error Sig. Sessions Sessions Groups ence (I-J) Lower Bound Upper Bound 40-79 -26.240(*) 1.175 .000 -29.05 -23.43 1–39 80+ -41.576(*) 1.660 .000 -45.55 -37.60 1-39 26.240(*) 1.175 .000 23.43 29.05 40–79 80+ -15.336(*) 1.788 .000 -19.62 -11.06 1-39 41.576(*) 1.660 .000 37.60 45.55 80+ 40-79 15.336(*) 1.788 .000 11.06 19.62* The mean difference is significant at the .05 level. 12
    • National Middle School Lexile StudyReferring to Page 7: Effect of Quality of Program Use on Lexile GainsWhen a comparison of means was performed between groups (p = .05). The students who averaged betweenthe two usage categories (less than 65% or greater 65% and 90%, inclusive, on their activities made signifi-than 90%; between 65% and 90%, inclusive) a statisti- cantly higher Lexile gains.cally significant difference was found between the usageIndependent Samples Test – Lexile Gains t-test for Equality of Means Sig. Mean Dif- Std. Error 95% Confidence Inter- t df (2-tailed) ference Difference val of the Difference Equal variances -30.666 86290 .000 -32.212 1.050 -34.271 -30.153 assumed Equal variances -30.823 84249.227 .000 -32.212 1.045 -34.260 -30.164 not assumedGroup Statistics Average Std. Error N Mean Std. Deviation Activity Score Mean Actual Lexile Less than 65% or 38734 74.92 149.211 .758 Gain greater than 90% Between 65% and 47558 107.13 156.862 .719 90%, inclusive 13
    • To learn more about Achieve3000and its proven solutions,call 888-968-6822or e-mail office@achieve3000.com