Our Impact
Chicago public school students, the ultimate beneficiaries of our work, achieve more positive attitudes toward reading, a deeper comprehension of texts and an improved expression of ideas--all critical skills in becoming a successful reader for life.  And, the evidence is clear our work results in greater gains in standardized test scores.

Chicago public school teachers increase both the implementation of research-based literacy best practices in their classrooms (including quality, quantity and breadth of best-practice use) and the use of authentic children’s literature for instruction.

Chicago public schools develop literacy leadership, build professional community and collaboration, and build a sustainable infrastructure for whole-school educational change.

Over six-years of independent program evaluations, utilizing a rigorous, matched comparison group design, have validated Boundless Readers model for change and programs.  Notably,
  • Student motivation -- the ultimate variable in developing a real lifelong reader -- showed significantly more growth at Boundless Readers schools than in comparison schools.
  • Students at Boundless Readers schools made greater gains on the ISAT Reading standardized test than students at comparison schools or students in their own school who had teachers that did NOT participate with Boundless Readers.
  • Teachers put what they learn from Boundless Readers into practice immediately and regularly -- a clear demonstration our work is highly relevant and practical.
  • Principals report that Boundless Readers builds literacy leadership in low capacity schools -- which is critical to broader and longer-term whole school change.

For more evaluation data, please contact Mary Hicks at mhicks@boundlessreaders.org or 773-989-8582.
Boundless Readers      5153 North Clark Street, Suite 206     Chicago, IL 60640     p. 773.989.8582   e. info@boundlessreaders.org
© 2009 Boundless Readers
External, independent evaluation results clearly demonstrate that Boundless Readers has a significant impact on the reading and learning capacity and results of Chicago public school students and their teachers.

Measurable goals for our model for change: