Reading A-Z and Raz-Kids as Part of a District-Wide Literacy Plan

Research Applies to: Raz-Kids, Raz-Plus

About this Research

About This Research

This case study examined the impact of implementing Reading A-Z and Raz-Kids (now called Raz-Plus) for supplemental and intervention literacy instruction in a large urban school district. State assessment scores before and after the implementation of Reading A-Z and Raz-Kids were used to evaluate changes in reading proficiency.

Main Findings

After using Reading A-Z and Raz-Kids, 11 of the participating schools saw double-digit increases in their scores on the Wisconsin Knowledge and Concepts Examination, and reading proficiency scores throughout the district had the largest increase in five years.


Participants were students in elementary schools throughout the Milwaukee Public Schools district.

Study Design and Procedures

This case study compared data for the 2010–2011 school year to historical baseline data for the district. During the 2010–2011 school year, the district’s administration made Reading A-Z and Raz-Plus the primary supplemental and intervention programs for schools to use, during and after school hours.


Learning A-Z (revised 2020, October). Case study: Wisconsin, Milwaukee Public Schools. Tucson, AZ: Author.

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