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Research-Validated
and ESSA Evidence-Aligned
Third-party efficacy studies repeatedly and consistently indicate academic success in diverse socioeconomic settings with our programs. Improvement in Standardized Reading Scores is sustained and documented in studies that include important subgroup results for EL, ED, SWD, Gender, Race/Ethnicity, Locale of District, and District Size. This extensive body of evidence stands apart from other publishers.
Proven Solutions
Studies in Multiple States Demonstrate Gains - ESSA Levels 2 and 3
| Location/ Program |
GRADES/GROUPS | PERFORMANCE GAINS |
|---|---|---|
| Indian River, Delaware (2018 Study) Benchmark Advance |
Comparison to non-users in state Students in Grades 3-5 receiving two years of instruction Subgroups include EL, ED, SWD, gender, and race |
Increase of 9.32% in proficiency on state test vs. 3.97% for non-Benchmark studentsESSA EvidenceLevel 2 (Moderate) |
| Indian River, Delaware (2017 Study) Benchmark Advance |
Comparison to non-users in state Students in Grades 3-4 and Grades 4-5, receiving one year of instruction |
Grade 4 and 5 students achieved an effect size of .55 and .53 vs. .45 in Grade 4 and .40 in Grade 5 for non-Benchmark students.ESSA EvidenceLevel 2 (Moderate) |
| Chula Vista, California (Study #1) Benchmark Advance & Benchmark Adelante |
Students in Grades 3-5 receiving two years of instruction Subgroups: Students receiving Dual Language Immersion (DLI); Monolingual students |
Increase in percent proficient on state test: +29.1% for monolingual instruction and +40.6% for DLI. District overall increased 15.1%.ESSA EvidenceLevel 2 (Moderate) |
| Chula Vista, California (MSA Study #1) Benchmark Advance & Benchmark Adelante |
Comparison to non-users in district and state Students in Grades 3-4 and 4-5 receiving one year of instruction Subgroups include EL and ED |
Increase of 23 percentage points in Grade 4 and 39 points in Grade 5 in Met and Above performance categories on state testESSA EvidenceLevel 3 (Promising) |
| Chula Vista, California (Study #2) Benchmark Advance & Benchmark Adelante |
Students in Grades 3-5 receiving two years of instruction | Increase to 62% from 28% of students in Met and Above performance categories on state test |
| California, Colorado, Michigan, Minnesota, (Four-State Study) Benchmark Advance & Benchmark Adelante |
Comparison to non-users in districts Students in Grades 3-6 receiving one year of instruction Subgroups include EL, ED, SWD, gender, all races, and locale and size of district |
Increase of 3.53 percentage points in proficiency on state test vs. 1.39 points in non-Benchmark districtsESSA EvidenceLevel 3 (Promising) |
| 71-District Study, California Benchmark Advance & Adelante |
Comparison to non-users in state Students in Grades 3-4 and 4-5 receiving one year of instruction Subgroups include ED, gender, and all races |
Increase of 3.67 percentage points in Grade 4 and 3.72 points in Grade 5 for Met and Above performance categories vs. 2.58 in Grade 4 and 2.74 in Grade 5 in non-Benchmark districtsESSA EvidenceLevel 3 (Promising) |
| North Carolina, (Study #1) Benchmark Adelante |
Spanish Immersion compared to English-only instruction (next study: IDEL to DIBELS) Students in K-1 classrooms Subgroups include First Language, ESL, gender, race |
DLI students in K and Grade 1 achieved an effect size of 2.23 and 1.07 compared to 1.71 in K and .87 in Grade 1 for English-only.ESSA EvidenceLevel 3 (Promising) |
| LOCATION | Indian River, Delaware (2018 Study) |
|---|---|
| PROGRAM | Benchmark Advance |
| GRADES/GROUPS | Comparison to non-users in state Students in Grades 3-5 receiving two years of instruction Subgroups include EL, ED, SWD, gender, and race |
| PERFORMANCE GAINS | Increase of 9.32% in proficiency on state test vs. 3.97% for non-Benchmark studentsESSA EvidenceLevel 2 (Moderate) |
| LOCATION | Indian River, Delaware (2017 Study) |
| PROGRAM | Benchmark Advance |
| GRADES/GROUPS |
Comparison to non-users in state Students in Grades 3-4 and Grades 4-5, receiving one year of instruction |
| PERFORMANCE GAINS |
Grade 4 and 5 students achieved an effect size of .55 and .53 vs. .45 in Grade 4 and .40 in Grade 5 for non-Benchmark students.ESSA EvidenceLevel 2 (Moderate) |
| LOCATION | Chula Vista, California (Study #1) |
| PROGRAM | Benchmark Advance & Benchmark Adelante |
| GRADES/GROUPS |
Comparison to non-users in district Students in Grades 3-5 receiving two years of instruction Subgroups: Students receiving Dual Language Immersion (DLI); Monolingual students |
| PERFORMANCE GAINS |
Increase in percent proficient on state test: +29.1% for monolingual instruction and +40.6% for DLI. District overall increased 15.1%.ESSA EvidenceLevel 2 (Moderate) |
| LOCATION | Chula Vista, California (MSA Study #1) |
| PROGRAM | Benchmark Advance & Benchmark Adelante |
| GRADES/GROUPS |
Comparison to non-users in district and state Students in Grades 3-4 and 4-5 receiving one year of instruction Subgroups include EL and ED |
| PERFORMANCE GAINS |
Increase of 23 percentage points in Grade 4 and 39 points in Grade 5 in Met and Above performance categories on state testESSA EvidenceLevel 3 (Promising) |
| LOCATION | Chula Vista, California (Study #2) |
| PROGRAM | Benchmark Advance & Benchmark Adelante |
| GRADES/GROUPS | Students in Grades 3-5 receiving two years of instruction |
| PERFORMANCE GAINS |
Increase to 62% from 28% of students in Met and Above performance categories on state test |
| LOCATION | California, Colorado, Michigan, Minnesota, (Four-State Study) |
| PROGRAM | Benchmark Advance & Benchmark Adelante |
| GRADES/GROUPS |
Comparison to non-users in districts Students in Grades 3-6 receiving one year of instruction Subgroups include EL, ED, SWD, gender, all races, and locale and size of district |
| PERFORMANCE GAINS |
Increase of 3.53 percentage points in proficiency on state test vs. 1.39 points in non-Benchmark districtsESSA EvidenceLevel 3 (Promising) |
| LOCATION | 71-District Study, California |
| PROGRAM |
Benchmark Advance & Adelante |
| GRADES/GROUPS |
Comparison to non-users in state Students in Grades 3-4 and 4-5 receiving one year of instruction Subgroups include ED, gender, and all races |
| PERFORMANCE GAINS |
Increase of 3.67 percentage points in Grade 4 and 3.72 points in Grade 5 for Met and Above performance categories vs. 2.58 in Grade 4 and 2.74 in Grade 5 in non-Benchmark districtsESSA EvidenceLevel 3 (Promising |
| LOCATION | North Carolina, (Study #1) |
| PROGRAM | Benchmark Adelante |
| GRADES/GROUPS |
Spanish Immersion compared to English-only instruction (next study: IDEL to DIBELS) Students in K-1 classrooms Subgroups include First Language, ESL, gender, race |
| PERFORMANCE GAINS |
DLI students in K and Grade 1 achieved an effect size of 2.23 and 1.07 compared to 1.71 in K and .87 in Grade 1 for English-only.ESSA EvidenceLevel 3 (Promising) |
ESSA Evidence
- 100% of core programs have ESSA Evidence at Levels 2 and 3
- 71% of supplemental programs have ESSA Evidence at Levels 2 and 3
- 24% of new supplemental programs in process of being studied have ESSA Evidence at Level 4, Promising
- Post-Pandemic studies currently underway: Benchmark Ready to Advance, Benchmark Advance, Benchmark Phonics Intervention
Praise from Administrators Across the U.S.
Our district is pleased with the new implementation of the Benchmark Education series. It provides support to teachers in multiple ways, including materials for our two-way immersion dual language programs with the Advance and Adelante programs, the professional learning modules embedded in the Benchmark Universe, and a strong foundational program that aligns to the Science of Reading. The gains we are seeing in student learning after only a few months are remarkable. We are excited for what’s yet to come.
-Diana Fedderman
Assistant Superintendent of Teaching and Learning
School District of Palm Beach County
I've been an educator for 15 years and I've used many different core reading programs, but I have yet to be as impressed as I have been with Benchmark Advance. This program not only provides rigor and complexity, but it pushes students to be active in their learning as collaborators, which is powerful! Students spiral through comprehension skills and strategies in order to prepare for high stakes testing and beyond. This program gave them that opportunity and they are soaking it up like a sponge! This program, used with fidelity, can transform students. I wholeheartedly believe in this program and I hope to continue to develop my knowledge and mentor/train other educators in the future with Benchmark.
-Kimberly Bassett
4th Grade Educator
Plymouth Community School Corporation, Indiana
The Benchmark Advance curriculum meets our needs better than anything else we’ve had here in recent years. The level of rigor surpasses what we’ve previously used to teach ELA. The curriculum is designed to intentionally integrate Science and Social Studies instruction using 4th grade concepts, and it also incorporates social-emotional learning skills. The real-time data that we receive from Benchmark Advance is the most efficient form of data collection and analysis we’ve had as a 4th grade team. Our ELA instructional conversations are much more authentic and allow us to really analyze student weaknesses and find ways to use our instruction to meet their needs best.
-The Grade 4 Team
Michigan District
I am a 30-year elementary school teacher veteran—all grades from kindergarten through fifth, at ten different sites in the district. I want to share my enthusiasm for working with the Benchmark Advance curriculum. My students made tremendous gains in their language arts skills, but also in their confidence to take on new learning. No other program that I have viewed is as comprehensive or as thoughtfully written. The three-week units go in depth, so kids have time to learn, apply, and master critical skills and strategies.
-The Grade 4 Team
Doyle Elementary School
San Diego Unified School District
