Achieve3000 Literacy Performance in a Small Suburban District

The study examines the Achieve3000 Literacy program in a small suburban district in the Northeastern United States, focusing on Grades 6–8. The research spans three academic years (2021–2024) and includes data from 1,476 students across these grades. The researchers employed correlational analyses, including Pearson product-moment correlations, to explore the relationship between program usage and student outcomes. Outcomes examined include Lexile growth (measured through pretest and posttest assessments) and performance on state summative assessments in English Language Arts.

Findings indicate mixed results in Lexile growth across grades, with Grade 8 students consistently exceeding expected growth each year. Grade 6 and 7 students showed varied performance, sometimes falling below expectations. Students with high-fidelity program usage (defined as completing at least 40 activities with an average first-try score of 75% or higher) demonstrated significantly higher state test passing rates, with approximately 80% of high-fidelity users passing annually. Positive correlations were observed between Lexile measures (pretest and posttest) and state test scale scores (r = .79 to .81 for pretest Lexile; r = .59 to .81 for posttest Lexile), as well as between program usage metrics and state test performance.

Longitudinal analyses of a cohort of 384 students revealed increased passing rates over time, with higher program usage and Lexile growth among students who improved from failing to passing the state test. Students who passed the state test in 2023–2024 had greater program engagement compared to peers who did not pass.