Teachers want to give EVERY student the opportunity to succeed, but with academically diverse classes, this can be challenging. Seeking out instructional resources to match each student’s reading level just isn’t practical. Achieve3000 Literacy's precisely differentiated content, as well as our language and learning scaffolds, enable ALL students to access the same information and ideas.


Equity: 1

Precision Differentiation

The premise behind Achieve3000 Literacy's patented approach is simple: one of the most effective ways to strengthen reading, improve overall literacy, and prepare students for the rigors of college and career is to meet them one-on-one at their individual reading levels, while at the same time targeting grade-level state standards. Every lesson in Achieve3000 Literacy includes an article delivered at one of up to 12 Lexile levels in English and 8 in Spanish.

Equity: 2

Language and Learning Scaffolds

With our customizable language and learning scaffolds, students are further supported in completing their lessons, based on their strengths and needs. These supports are customized for struggling and advanced readers and English learners.

Equity: 3

Strong Results for ALL Students

Accessible content means that all students can be expected to perform at the same level of achievement on Achieve3000 Literacy's embedded assessments. This fair expectation means every student has the same opportunity to be rewarded for their effort, see their own progress, and enjoy the feeling of success.

"I observed a Gifted & Talented (G&T) class that was partnering with a Basic Skills Instruction (BSI) class— kids reading two grade levels above and kids reading one and two grade levels below. They worked together through an Achieve3000 article on Oprah Winfrey and her school for girls. Talk about equity! During the conversation at one table, I couldn’t tell who the G&T student was and who the BSI student was. They were presented with the article at their level and it allowed all the students to hold an intelligent conversation and generate questions about the text. I really think they learned from each other.”

Michael Ballone, Director of Curriculum, Marlboro Township Public Schools