Higher Raz-Plus Usage Associated With Stronger Third-Grade Reading Growth
About this research
This research highlights findings from a study conducted by the ExploreK12™ Efficacy Research Team examining the relationship between Raz-Plus® use and reading growth among third-grade students. Using data from 439 classrooms across 149 U.S. schools during the 2025-2026 school year, researchers compared student growth on the NWEA MAP Growth Reading Assessment in classrooms with higher and lower levels of Raz-Plus implementation. Despite beginning the year with nearly identical reading achievement levels, students in high-usage classrooms demonstrated significantly greater reading growth than students in low-usage classrooms. Notably, these gains were achieved with only two to three Raz-Plus sessions per week and remained significant even after controlling for baseline achievement and classroom size. The findings suggest that consistent implementation of Raz-Plus can serve as an effective and efficient supplement to core literacy instruction, helping educators accelerate reading growth and support stronger literacy outcomes.
ESSA Evidence Level: Effective
Citations
Chall, J. S. (1983). Stages of reading development. New York, NY: McGraw-Hill.
Goldhaber, D., Wolf, M., & Daly, T. (2021). Assessing the Accuracy of Elementary School Test Scores as Predictors of Students’ High School Outcomes. American Institutes for Research (AIR) CALDER Working Paper No. 235-0821-2 https://eric.ed.gov/?id=ED605735
Hernandez, D. J. (2011). Double Jeopardy: How Third-Grade Reading Skills and Poverty Influence High School Graduation. Annie E. Casey Foundation report. https://eric.ed.gov/?ID=ED518818
National Center for Education Statistics. (2025). The Nation's Report Card: NAEP Reading 2024 Assessment. U.S. Department of Education, Institute of Education Sciences. https://www.nationsreportcard.gov/
