The results of a nationwide, year-long study that looked at the achievement of more than 54,000 students in 2,426 schools showed that students using Achieve3000®’s KidBiz3000®, TeenBiz3000® or Empower3000™ solutions more than doubled their expected Lexile growth.

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National Lexile Study

2. National Lexile Study
National Lexile Study
Number of States 43, plus the District of Columbia
and Puerto Rico
Number of Districts 518
Number of Schools 2,426
Number of Students 225,819
Number of HS Students 54,158 students in 700 schools
Number of MS Students 86,292 students in 1,224 schools
Number of ES Students 85,369 students in 1,216 schools
Achieve3000 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, vocabulary
tributes grade–appropriate assignments to the entire development, and high-stakes test scores.
class, but tailors them according to each student’s
reading level, Achieve3000 Solutions enables teach-
ers to move their students up surely and steadily,
level by level.

3. National Lexile Study
Executive Summary
KidBiz3000, TeenBiz3000, and Empower3000 students more than doubled their expected growth norms as
measured by Lexiles.
Students exceeded
their “expected” Lexile
gains by 55 points
Lexile Points
■ Key Findings
• Students at all grade levels made significant gains • English Language Learners made nearly two-and-a-
compared to gains expected with “normal” instruc- half times the expected growth norms and gained an
tion, more than doubling the expected growth norms. average of 188 Lexile points.
• Students reading two or more years below grade level • The quality of the work and the number of reading
at the beginning of the school year more than doubled sessions that students submit on Achieve3000
the expected growth norms, effectively closing the are statistically significant predictors of their Lexile
gap for the most struggling readers. performance.
• Students who completed at least two reading ses-
sions per week made the highest Lexile gains on av-
erage, more than two-and-a-half times the expected
growth norms.
1

4. National Lexile Study
National Elementary School Results
Elementary school students nearly doubled their expected growth norms in reading performance as
measured by Lexiles.
Students exceeded
their “expected” Lexile
gains by 59 points.
Lexile Points
National Middle School Results
Middle school students nearly doubled their expected growth norms in reading performance as
measured by Lexiles.
Students exceeded
their “expected” Lexile
gains by 43 points
Lexile Points
2

5. National Lexile Study
National High School Results
High school students more than tripled their expected growth norms in reading performance as
measured by Lexiles.
Students exceeded
their “expected” Lexile
gains by 59 points.
Lexile Points
Results that Count: Achieve3000 Increases
Student Performance Across the Grades
Methodology
Lexile Measurement of Reading Growth:
To determine the effects of KidBiz®, TeenBiz®, and assessment. LevelSet, developed in partnership with
Empower™ on the literacy development of students, MetaMetrics™, delivers a Lexile score for the student.
Achieve3000 designed a study measuring student Lexile The actual growth achieved is compared to the expected
growth with a pre- and a post-test using the LevelSet™ yearly growth norms, a MetaMetrics calculation.1
3

6. National Lexile Study
Elementary School Results by Grade Level
2nd-grade students
exceeded their
“expected” Lexile
gains by 84 points
Students across all
elementary school grade
levels and populations
Lexile Points
made significant
gains in Lexile reading
performance over and
above the gains expected
with regular instruction
2 3 4 5 Grades
Middle School Results by Grade Level
6th-grade students
exceeded their
“expected” Lexile
gains by 47 points
Students across all middle
school grade levels
and populations made
significant gains in Lexile
reading performance
over and above the gains
expected with regular
instruction
4

7. National Lexile Study
High School Results by Grade Level
9th-grade students
exceeded their
“expected” Lexile
gains by 71 points
Students across all high
school grade levels
and populations made
Lexile Points
significant gains in Lexile
reading performance
over and above the gains
expected with regular
instruction
9 10 11 12 Grades
■ 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.
5

8. National Lexile Study
Closing the Gap: Results for
Our Most Struggling Readers
Students reading two or more years below grade level made more than double the expected Lexile
reading gains.
Below-Level Readers
using KidBiz, TeenBiz,
and Empower had an
average Lexile gain of
137 points
Lexile Points
Students across all
elementary school grade
levels and populations made
significant gains in Lexile
reading performance over and
above the gains expected
with regular instruction
Struggling readers across the elementary grade levels using KidBiz3000 made significant growth over and
above that expected with normal instruction.
2nd- and 3rd-grade
students more than
doubled their expected
Lexile gains in one
school year.
Lexile Points
2 3 4 5 Grades
6

9. National Lexile Study
All middle school
grades nearly doubled
their “expected”
Lexile gains in one
Lexile Points
school year.
6 7 8 Grades
Struggling readers across the elementary grade levels using KidBiz3000 made significant growth over and
above that expected with normal instruction.
10th- and 11th-grade
students made nearly
three-and-a-half times
their “expected”
Lexile gains in one
school year.
Lexile Points
9 10 11 12 Grades
7

10. National Lexile Study
Effect of Frequency of Program Use on Lexile Gains
Number of Reading Sessions Completed
Achieve3000 found a statistically significant relationship between the number of reading sessions completed
on Achieve3000 Solutions and student nonfiction Lexile/reading growth. Students who used the program at
least twice weekly made the highest Lexile gains, more than two-and-a-half times the expected growth
norms. These findings were consistent with all students, regardless of grade level.
Frequency of Usage Results for ALL Students
* The number of reading ses-
sions that a student com-
pletes 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 94 points Average Lexile gain of 121 points Average Lexile gain of 146 points
40-point Lexile gain above the average 67-point Lexile gain above the aver- 92-point Lexile gain above the average
expected growth; this is more than one- age expected growth; this is more than expected growth; this is more than two-
and-a-half times the expected growth double the expected growth and-a-half times the expected growth
8

11. National Lexile Study
Effect of Quality of Program Use on Lexile Gains
Reading Activity Scores
In addition to analyzing the frequency of use, Achieve3000 also analyzed the quality of program use. The
multiple-choice activity is a critical component of the Five-Step Literacy Routine and is a simple indicator of the
degree to which students are applying themselves to the program. This formative assessment allows progress
monitoring of overall understanding of the text read.
Quality Usage Results for ALL Students
Students averaging less than Students averaging between
65% or greater than 90%: 65% and 90%, inclusive:
Average Lexile gain of 87 points Average Lexile gain of 127 points
33-point Lexile gain above the average 73-point Lexile gain above the average ex-
expected growth; this is more than one- pected growth; this is nearly two-and-a-half
and-a-half times the expected growth times the expected growth
9

12. National Lexile Study
Reading Connections: Explicit Reading
Comprehension Strategy Instruction
and Application
Achieve3000 provides explicit instruction on the seven key comprehension strategies for informational text.
Two 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, and one
Lesson Plan is always attached to the daily article. Within each article, students are encouraged to apply the
strategies of summarization, generating questions, and setting the purpose.
Reading Connections Results
Students completing
40 or more Reading
Connections over the
150 course of the school
year averaged Lexile
gains of 124 points,
nearly two-and-a-half
Lexile Points
100 times the expected
growth.
50
0
10

13. National Lexile Study
Graded Thought Questions:
The Reading-Writing Connection
Research shows a direct connection between reading and writing. Writing instruction helps improve read-
ing comprehension. The Thought Question is the fourth step in the Five-Step Literacy Routine and pur-
posefully engages students in a formal writing process that allows them to apply knowledge they have
acquired and express their thoughts through writing.
Graded Thought Questions
160
120
Lexile Points
80
40
0
■ Key Findings
• Students who completed fewer than one Thought • Students who completed two or more Thought Ques-
Question per week averaged gains of 106 Lexile tions per week averaged Lexile gains of 145 Lexile
points, nearly double the average expected Lexile points, more than two-and-a-half times the average
gain. expected Lexile gain.
• Students who completed between one and two • Completing Thought Questions is associated with
Thought Questions per week averaged Lexile gains significant gains in Lexile reading scores, with stu-
of 127 Lexile points, nearly two-and-a-half times the dents completing two or more per week outperform-
average expected Lexile gain. ing students completing less than one per week by 39
Lexile points.
11

14. National Lexile Study
Closing the Gap for English Language Learners
According to a study of 18,767 English Language Learners using Achieve3000 Solutions, the actual Lexile
gain of these students was nearly two-and-a-half times the expected growth norms.
Lexile Gains of 188 Points Average Lexile gain of
188 points
For ELL Students
200
109-point Lexile gain above
Accelerated the average expected growth;
Growth 188 this is nearly two-and-a-half
150 times the expected growth
Lexile Points
100
Normal
50
Growth 79
0
250
High school level English
200
Language Learners exceeded
Lexile Points
their “expected” Lexile gains
150
by nearly three-and-a-half
100 times.
50
0
2 3 4 5 6 7 8 9 10 11 12 Grades
12

15. National Lexile Study
Effect of Frequency of Program Use on Lexile Gains
for English Language Learners
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 170 points Average Lexile gain of 204 points Average Lexile gain of 218 points
91-point Lexile gain above the aver- 125-point Lexile gain above the average 139-point Lexile gain above the average
age expected growth; this is more than expected growth; this is more than two- expected growth; this is nearly triple the
double the expected growth and-a-half times the expected growth expected growth
13

16. National Lexile Study
Effect of Quality of Program Use on Lexile Gains
for English Language Learners
Students averaging less than Students averaging between
65% or greater than 90%: 65% and 90%, inclusive:
Average Lexile gain of 170 points Average Lexile gain of 229 points
91-point Lexile gain above the average ex- 150-point Lexile gain above the average
pected growth; this is more than double the expected growth; this is nearly triple the
expected growth expected growth
14

17. National Lexile Study
Closing the Gap for Special Education Students
According to a study of 996 Special Education students using Achieve3000 Solutions, the actual Lexile
gain of these students was more than one-and-a-half times the expected growth norms.
Average Lexile gain of
116 points
44-point Lexile gain above the
average expected growth; this
is more than one-and-a-half
times the expected growth
High school level Special
Education students exceeded
their “expected” Lexile gains
by nearly double
Lexile Points
2 3 4 5 6 7 8 9 10 11 12 Grades
15

18. National Lexile Study
Effect of Frequency of Program Use on Lexile
Gains for Special Education Students
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 98 points Average Lexile gain of 123 points Average Lexile gain of 166 points
26-point Lexile gain above the average 51-point Lexile gain above the average 94-point Lexile gain above the average
expected growth; this is nearly one-and- expected growth; this is more than one- expected growth; this is nearly two-and-
a-half times the expected growth and-a-half times the expected growth a-half times the expected growth
16

19. National Lexile Study
Effect of Quality of Program Use on Lexile Gains
for Special Education Students
Students averaging less than Students averaging between
65% or greater than 90%: 65% and 90%, inclusive:
Average Lexile gain of 107 points Average Lexile gain of 131 points
35-point Lexile gain above the average ex- 59-point Lexile gain above the average
pected growth; this is one-and-a-half times expected growth; this is nearly double the
the expected growth expected growth
17

20. National Lexile Study
After School Usage
Research on adolescent literacy suggests that the amount of reading students do during out-
of-school hours is an accurate predictor of their in-school academic achievement. If after-school
programs can motivate young people to read more and explore their interests through reading,
this research suggests that academic performance will improve.
71% of Achieve3000
Nationwide students across the
After School Usage nation logged in
after school hours.
71% These students
logged in 2,838,757
times after school
during the 2009-
2010 school year.
77% of Achieve3000
elementary school Elementary Schools
students across the After School Usage
nation logged in
77%
after school hours.
These students
logged in 1,201,792
times after school
during the 2009-
2010 school year
18

21. National Lexile Study
69% of Achieve3000
Middle Schools middle school
After School Usage students across the
nation logged in
69% after school hours.
These students
logged in 1,096,864
times after school
during the 2009-
2010 school year
64% of Achieve3000
high school students High Schools
across the nation After School Usage
logged in after
64%
school hours. These
students logged in
540,101 times after
school during the
2009-2010 school
year.
19

22. National Lexile Study
Endnotes:
¹ Normal Growth—Using MetaMetrics’ findings on growth norms to calculate the expected monthly growth
expected yearly growth norms, Achieve3000 calculated for a student at that reading level. Achieve3000 then
the expected Lexile gain for each student. This calcula- multiplied the expected monthly growth by the number
tion was based on the length of time from the student’s of months the student spent on the program to arrive at
pre- to post-test as well as the student’s initial reading an “expected Lexile gain” score for each student.
level. Achieve3000 first used MetaMetrics’ expected
Appendix
Referring to Page 8: Effect of Frequency of Program Use on Lexile Gains
When a comparison of means was performed between group (p = .05). An analysis of variance (ANOVA) was
the three usage categories (1–39, 40-79, 80+), a sta- performed to compare the group means.
tistically significant difference was found between each
ANOVA – Lexile Gains
Sum of Mean
df F Sig.
Squares Square
Between Groups 76171418 2 38085709.00 1412.714 .000
Within Groups 6.1E+009 225816 26959.249
Total 6.2E+009 225818
A Bonferroni post-hoc test found that all three groups were statistically significantly different from each other (see below).
Bonferroni Test - Multiple Comparisons
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 -26.622(*) .777 .000 -28.48 -24.76
1–39
80+ -51.477(*) 1.074 .000 -54.05 -48.91
1-39 26.622(*) .777 .000 24.76 28.48
40–79
80+ -24.854(*) 1.158 .000 -27.63 -22.08
1-39 51.477(*) 1.074 .000 48.91 54.05
80+
40-79 24.854(*) 1.158 .000 22.08 27.63
* The mean difference is significant at the .05 level.
20

23. National Lexile Study
Referring to Page 9: Effect of Quality of Program Use on Lexile Gains
When a comparison of means was performed between groups (p = .05). The students who averaged between
the 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 usage
Independent 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
-57.332 225817 .000 -39.731 .693 41.089 -38.373
assumed
Equal variances
-57.661 223129.2 .000 -39.731 .689 -41.081 -38.380
not assumed
Group Statistics
Average Std. Error
N Mean Std. Deviation
Activity Score Mean
Actual Lexile Less than 65% or
103047 87.32 158.113 .493
Gain greater than 90%
Between 65% and
122772 127.05 168.831 .482
90%, inclusive
21

24. To learn more about Achieve3000
and its proven solutions,
call 888-968-6822
or e-mail office@achieve3000.com