ENI's TargetTeach has been the subject of independent studies performed by Dr. Jay Blanchard and Dr. Joanna Gorin of Arizona State University (ASU). Reports from their research appear below. In addition, they have reported on their research at ENI's annual Administrators Symposium. If you would like to view the latest ASU presentation from our 2007 Symposium, please click here.

Jay Blanchard

Dr. Blanchard serves as a professor in the Psychology in Education Division of Arizona State University’s College of Education. His main areas of research include phonemic and phonological awareness, early reading intervention, and staff development and technology in early reading.

Dr Gorin

Dr. Gorin serves as an assistant professor in the measurement, statistics, and methodological studies program—part of the Psychology in Education Division of Arizona State University’s College of Education. She is currently the director of the Psychometric Testing and Eye-tracking Laboratory (P-TEL).

Pomona Study (CA)

This longitudinal study compares test scores in Reading and Mathematics for cohorts of students that were tested in 3rd grade (2000) and 5th grade (2002) using the SAT9. Two groups of students from two California districts were matched on a variety of demographic characteristics to create an experimental group (those who used TargetTeach) and a control group (those who did not use TargetTeach). The results show statistically significant achievement gains for the experimental group versus stagnation or regression for the control group.

Columbus Study (OH)

This longitudinal study compares test scores in Reading and Mathematics for students that were tested in 4th, 5th, and 6th grades (2002-2004) using the Ohio Proficiency test. All the study students attended Columbus Public Schools (OH) and were divided into experimental groups that represented (1) buildings that implemented TargetTeach with high fidelity (as identified by district leadership) and (2) buildings that had a low implementation level for TargetTeach. The study describes achievement results of a cohort of students that moved from 4th to 6th grades over the three years. The study also examines multiple cohorts of students that moved through the 4th and 6th grades at the participating schools.

Lorain Study (OH)

This longitudinal study compares test scores in Reading and Mathematics for students that were tested in 4th and 6th grades (2001-2003) using the Ohio Proficiency test. All the study students attended Lorain City Public Schools (OH). The study describes achievement results of a cohort of students that moved from 4th to 6th grades over the three years. It also examines multiple cohorts of students that moved through the 4th and 6th grades at the participating schools. Also included is a separate analysis of achievement growth in Lorain versus comparable districts in Ohio over the same time period.

Red Bank Study (NJ)

This longitudinal study compares the results of three different cohorts of students in Red Bank Borough Public Schools (NJ) who took the New Jersey Grade Eight Proficiency Assessment (GEPA) in mathematics in 2003, 2004, and 2005. The results show statistically significant increases in student achievement that correspond with the implementation of TargetTeach.