CONTACT: Jeri Nowakowski/Jim Nelson,
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Jessica Schwartz, 202-667-0901

FOR IMMEDIATE RELEASE
November 13, 2002

AUGUSTA STUDENTS ACCOMPLISH UNPRECEDENTED GAINS IN READING

Evaluation studies conducted during the 2001-2002 school year tracked kindergarten and first-grade students that used ULS in Augusta as well as in Birmingham, AL, Orlando, FL and Richmond, VA. In total, more than 9,000 kindergarten and first-grade students from 384 classrooms in 96 schools were measured. The results of these studies, reported by Greg Roberts, Ph.D., a program evaluator at Evaluation Research Services (ERS) in Austin, Texas, provide conclusive evidence that the Voyager Universal Literacy System® is highly effective in teaching children to read.

The full report is available here.

"The Voyager Universal Literacy System's® results are impressive," said Dr. Roberts. "In the school districts studied, a significantly greater percentage of this year's first and second graders have begun school reading at grade level, compared to last year."

Based on these proven gains, the Voyager Universal Literacy System® has been expanded in the 2002-2003 school year to include more than 4,800 kindergarten and first-grade students in Richmond County public schools.

Teachers and administrators alike found the program easy to use and extremely beneficial to students.

"What really impressed me was that two out of three teachers were able to obtain anywhere between 80 and 100-percent literacy in their classrooms," said Augusta Superintendent of Schools Charles Larke. "This is an amazing achievement, considering that prior to the implementation of the Voyager program almost one in five of our kindergarten students lacked most or all of the critical skills needed to be a successful reader."

Gayle McGee, principal of Glenn Hills Elementary School in Augusta, reports that the Voyager Universal Literacy System® has initiated a total change on her campus. "Teachers are working more collaboratively and have a stronger focus on reading instruction," said Principal McGee. "I see the value of ULS as I observe the results - our students are reading."

As a component of the Universal Literacy System, students who are still struggling at the end of the school year are automatically enrolled in an 80-hour summer reading intervention program. This intervention provides a safety net under every student in the Universal Literacy System to assure that no child is left behind.

In addition to the results reported by Greg Roberts, a control and treatment study of economically disadvantaged students who used the Universal Literacy System was conducted by Dr. Steven Hecht from Florida Atlantic University and Dr. Joseph K. Torgesen from Florida State University. Their independent evaluation found that kindergarten students in Orlando, FL who used the Voyager System for a three-month period made significant gains over students not enrolled in the System. Voyager students showed up to a 22-percent advantage over the control group in literacy related skills that are crucial for the normal development of reading.

English Language Learner (ELL) students also achieved dramatic results using the Voyager System. The percentage of ELL students in Orlando identified as established readers jumped 33-percent in just four months. These reading gains prove that research-based reading instruction and curriculum can quickly and effectively close achievement gaps in inner-city schools.

The Voyager Universal Literacy System® curriculum is built upon the five essential reading skills for K-3 reading curriculum, identified in the 2002 No Child Left Behind law. ULS is the most comprehensive system of its kind, bringing together all of the elements schools need to immediately improve students' reading skills. The Voyager System is explicitly designed to achieve what research maintains is possible -- 95-percent of children reading.

Created with teachers for teachers, the Universal Literacy System combines proven strategies to engage students and motivate them to succeed, including the use of small skill-alike groups to target and support instruction; extended time for struggling readers; progress monitoring to identify student needs early and customize instruction; explicit and systematic teaching of reading skills for students who need support; and literature-rich adventures that engage students in cooperative learning and build oral language, vocabulary and listening comprehension skills.

Voyager's focus on professional development ensures that teachers are provided the necessary skills and support to effectively teach children to read.

Dr. Roberts' evaluation report and the published results of the study by Dr. Hecht and Dr. Torgesen are part of a series of quantitative and qualitative research studies evaluating the effectiveness of the Voyager Universal Literacy System®. Forty-one school districts throughout the nation have conducted independent studies on components of ULS, and five separate universities have participated in the evaluation of the overall program or of one of its major components. Additionally, in partnership with the Council of the Great City Schools, a four-year longitudinal study of ULS is being conducted in two large, urban districts by Westat, an independent research firm in Rockville, MD.

"Learning to read is the single most important factor determining a child's success in school and progress in life. Not to be a reader in the 21st century is as disabling to a child as any of the diseases against which we regularly inoculate. Today, the reality is that 70-percent of children in many high-poverty schools cannot read," said Randy Best, Chief Executive Officer, Voyager Expanded Learning. "The Voyager Universal Literacy System® has been thoroughly evaluated by numerous evaluators and researchers. The outcomes are consistent - ULS provides immediate and dramatic improvement in children's reading skills. Using ULS, schools can change the reality and dramatically improve the future for children who today are unable to read."

For the 2002-2003 school year, schools in several states including Texas, Florida, New York, Virginia and Pennsylvania, as well as in Washington, DC, are implementing the Voyager Universal Literacy System®.

Voyager Expanded Learning is a provider of K-3 in-school reading programs, as well as K-8 reading intervention programs for school districts throughout the United States. Creating the first comprehensive reading system to consistently deliver success, the Voyager Universal Literacy System® ensures that students who begin using ULS in kindergarten will read at grade level by the end of third grade. Founded in 1994, Voyager has delivered extended-time reading and basic skills intervention programs to more than 1,000 school districts and large-scale reading programs in cities such as Houston, New York and Washington, DC, resulting in dramatically improved student performance. In partnership with institutions such as the Discovery Channel and the Smithsonian Institution, Voyager provides the most timely and powerful curricula available in the American classroom.