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.
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