All Grade 3 Students in Two Monroe, Wisconsin Elementary Schools Score Proficient or Advanced in Reading

The case study examines the implementation of the Reading Mastery program, a Direct Instruction reading curriculum developed by SRA/McGraw-Hill, in two public elementary schools in Monroe, Wisconsin: Northside Elementary and Parkside Elementary. These schools serve students in Grades Pre-K–5, with Northside enrolling 339 students and Parkside enrolling 358 students. Both schools are located in a Midwestern rural setting, with Parkside designated as a Title I school. The student populations are predominantly Caucasian (95% at Northside, 93% at Parkside), with small percentages of Hispanic, African American, and Native American students.

The study focuses on the outcomes of Reading Mastery, particularly among at-risk and special education students. The program was implemented in Grades 1–5 in the mid-1990s and expanded to Kindergarten by 2004-2005. Approximately one-third to one-half of students in each grade participate daily.

The outcomes examined include student performance on the Wisconsin Reading Comprehension Test (WRCT), a state summative assessment. In 2005, all Grade 3 students at both schools scored Proficient or Advanced on the WRCT, meeting state standards. School staff attribute this achievement to the sequential, phonics-based approach of Reading Mastery, which supports struggling readers in developing foundational skills and comprehension.