Evaluation studies conducted during the 2001-2002 school year tracked kindergarten and first-grade students that used ULS in Richmond as well as in Augusta, GA, Orlando, FL and Birmingham, AL. 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 2,800 kindergarten, first- and second-grade students in Richmond Public Schools.

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

According to Dr. Yvonne Brandon, Associate Superintendent for Instruction and Accountability for Richmond City Public Schools, "Early literacy skills are the foundation for success in school. The Universal Literacy System has given our teachers the capacity to consistently use the most effective reading practices, and the results have been impressive. We have significantly more children on track for grade level performance this year."

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. After participating in ULS's reading intervention component, 82-percent of Richmond students identified as struggling readers at the start of the program progressed in the summer and are no longer struggling. This intervention provides a safety net under every student in the Universal Literacy System to assure that no child is left behind.

"I entered into a partnership with Voyager intrigued and buoyed by the product, but also concerned that the promise of Universal Literacy might not be realized," says Deborah Jewell-Sherman, Superintendent of Richmond City Public Schools. "The results achieved by the kindergarten and first grade students in our ten pilot schools, however, met and exceeded Voyager's promise outlined at the start. I now look forward with great expectation to the enhanced achievements I know our students will demonstrate this year as they work to become 'flagship learners.'

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, Georgia, New York 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.