In 100 days, the Gauerslund School (K-9) rose from a rank of 1197 out of 1600 schools in Denmark, to scores in reading, math, and science equal to those of the top 100 schools.
The enormous gains at the end of the 100 days came from teaching that was based on the student’s individual strengths – their talents, their learning styles, their reading styles, and their interests. For math and science, teaching strategies were derived from Howard Gardner’s work in multiple intelligences, and the Dunn and Dunn model of learning styles. For reading, the teaching strategies of the Carbo Reading Styles Program were used at Gauerslund.
Table 1. All 16 classes at Gauerslund School moved from the “Bottom” or “Low” reading levels to the “High” and “Top” reading levels. Specifically, at the inception of the 100-day study, Gauerslund School had 6 classes at the “Top” reading level, 3 classes at the “High” reading level, 5 classes in the “Low “ reading level, and 2 classes that ranked at the very bottom level in reading. After the 100-day study, those 16 classes ranked very differently. Thirteen of the 16 classes ranked in the “Top” reading level and 3 classes ranked at the “High” reading level. No classes remained in the “Low” or “Bottom” levels.
Table 2. This table lists each class, and how each class performed in language arts (reading and writing), before the 100-day study and after the study. Every class made unusually high gains.
"…concerning vigorous development, academic skills and general pedagogy that have been gained within the 100 days of the project, it is my overall conclusion that Gauerslund School moved up over 1,000 places into the top 100 of best performing schools in Denmark…Some classrooms have such remarkably good readers that they are candidates for the title “the Best in Denmark” (Knoop, 2008).