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Raz-Plus and Reading Proficiency in a Rural Elementary School

Research Applies to: Raz-Kids, Raz-Plus, Reading A-Z

About This Research

This case study examined the effects of a school-wide implementation of Raz-Plus in a setting where students were economically disadvantaged and where school-wide reading proficiency was relatively low as measured by the state reading assessment. The study compared reading proficiency levels for student cohorts four years apart.

Main Findings

Before the implementation of Raz-Plus, 61% of students at the school met the proficient level in the Idaho Standards Achievement Test: Reading (ISAT: Reading). Three years after the Raz-Plus implementation began, the percentage of students meeting the proficient level had increased to 95%.


Participants were 193 students from a rural elementary school where all students qualified for free meals.

Study Design and Procedures

This case study compared data for each cohort of students before and after the Raz-Plus implementation. The ISAT: Reading assessment served as the measure to compare the school’s historical baseline on that assessment to a follow-up after three years of implementing Raz-Plus.


Learning A-Z (revised 2020, February). Case study: Idaho, Wilder School District. Tucson, AZ: Author

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