About This Research
This case study examined the impact of implementing Reading A-Z and Raz-Kids (now called Raz-Plus) for supplemental and intervention literacy instruction in a large urban school district. State assessment scores before and after the implementation of Reading A-Z and Raz-Kids were used to evaluate changes in reading proficiency.
Main Findings
After using Reading A-Z and Raz-Kids, 11 of the participating schools saw double-digit increases in their scores on the Wisconsin Knowledge and Concepts Examination, and reading proficiency scores throughout the district had the largest increase in five years.
Participants
Participants were students in elementary schools throughout the Milwaukee Public Schools district.
Study Design and Procedures
This case study compared data for the 2010–2011 school year to historical baseline data for the district. During the 2010–2011 school year, the district’s administration made Reading A-Z and Raz-Plus the primary supplemental and intervention programs for schools to use, during and after school hours.
Citation
Learning A-Z (revised 2020, October). Case study: Wisconsin, Milwaukee Public Schools. Tucson, AZ: Author.
