From the introduction: "In the spring of 2023, the South Carolina Education Oversight Committee (SC EOC), in collaboration with the South Carolina Department of Education (SCDE), partnered with Education Analytics (EA) to complete a level-linking study between the South Carolina College- and Career-Ready Assessment (SC READY) in Mathematics and English Language Arts (ELA) and Renaissance Learning's Star interim assessments in Mathematics and Reading, respectively. This report outlines the methodology used by EA and the outcomes of the linking study. The goal of this report is to statistically connect the SC READY and Star assessments' scale scores in grades 3-8 to facilitate further comparisons of proficiency status on these two assessments." The full study is available online: <https://eoc.sc.gov/sites/eoc/files/Documents/2023%20EA%20Linking%20Studies/SC%20READY%20and%20STAR%20Linking%20Study%20Technical%20Report%20Final.pdf>.The brief is available online: <https://eoc.sc.gov/sites/eoc/files/Documents/2023%20EA%20Linking%20Studies/SC%20READY%20and%20STAR%20Linking%20Study%20User%20Friendly%20Brief.pdf>.

DETAILS: Location: 24 U.S. states; Design: Independent, correlational, peer-reviewed; Sample: 45,670 students in grades 1-12 at 139 schools; Measure: Star Reading; Duration: 1 school year. RESULTS: To explore whether different balances of fiction/nonfiction reading and challenge might help explain differences in reading achievement between genders, data on students who independently read more than 3 million books were analyzed. Moderate (rather than high or low) levels of challenge were positively associated with achievement gain, but nonfiction was generally more challenging than fiction. Nonfiction reading was negatively correlated with successful comprehension and reading achievement gain. Overall, boys appeared to read less than girls, but proportionately more nonfiction. In the upper grades, boys also had lower reading achievement than girls. Differences between classes in promoting successful comprehension of nonfiction were evident, suggesting intervention could improve achievement. Implications for research and practice were explored. PLEASE NOTE: Email research@renaissance.com to request a copy of this peer-reviewed journal article: Topping, K. J., Samuels, J., & Paul, T. (2008). Independent reading: The relationship of challenge, non-fiction and gender to achievement. British Educational Research Journal, 34(4), 505-524.

DETAILS: Location: 24 U.S. states; Design: Independent, correlational, peer-reviewed; Sample: 50,823 students in grades 1-12 at 139 schools; Measure: Star Reading; Duration: 1 school year. RESULTS: This study elaborated on the "what works?" question by exploring the effects of variability in program implementation quality on achievement. Particularly, the effects of computerized assessment in reading on achievement were investigated, analyzing data on students who read more than 3 million books. When minimum implementation quality criteria were met, the positive effect of computerized assessment was higher in the earlier grades and for lower achieving students. Implementation quality tended to decline at higher grade levels. With higher implementation quality, reading achievement gains were higher for students of all levels of achievement and across all grades, but especially in the upper grades. Very high gains and effect sizes were evident with very high implementation quality, particularly in grades 1-4. Implications for practice, the interpretation of research, and policy were noted. PLEASE NOTE: Email research@renaissance.com to rquest a copy of this peer-reviewed journal article: Topping, K. J., Samuels, J., & Paul, T. (2007). Computerized assessment of independent reading: Effects of implementation quality on achievement gain. School Effectiveness and School Improvement, 18(2), 191-208.

DETAILS: Location: 24 U.S. states; Design: Independent, correlational, peer-reviewed; Sample: 45,670 students in grades 1-12 at 139 schools Measure: Star Reading; Duration: 1 school year. RESULTS: Does reading practice make perfect? Or is reading achievement related to the quality of practice as well as the quantity? To answer these questions, data for students who read more than 3 million books were analyzed. Measures largely of quantity (engaged reading volume) and purely of quality (success in reading comprehension) showed a positive relationship with achievement gain at all levels of achievement. However, both high quantity and high quality in combination were necessary for high achievement gains, especially for older students. Both were weakly associated with student initial reading achievement, but more strongly associated with the class in which the student was enrolled, possibly suggesting the properties of teacher intervention in guiding independent reading were important. Implications for theory building, research, and practice were explored. PLEASE NOTE: Email research@renaissance.com to request a copy of this peer-reviewed journal article: Topping, K. J., Samuels, J., & Paul, T. (2007). Does practice make perfect? Independent reading quantity, quality and student achievement. Learning and Instruction, 17, 253-264.

DETAILS: Location: Central and Northern Georgia; Design: Independent, quasi-experimental, peer-reviewed; Sample: 2,287 students at 4 elementary schools; Measures: Georgia Criterion-Referenced Competency Test (CRCT), Star Reading; Duration: 3 years. RESULTS: Of the 4 Title I schools in the sample, 2 were located in urban areas and 2 were located in rural areas. One school in each area was either a high or low implementer of Accelerated Reader and Accelerated Math. Results from the CRCT indicated that students in the 2 high-implementing schools outperformed students in the 2 low-implementing comparison schools overall (Effect size, ES = 0.65) and in reading (ES = 0.50), language arts (ES = 0.71), and math (ES = 0.75). Researcher observations confirmed that the 2 high-implementation schools engaged in Accelerated Reader best classroom practices and Accelerated Math best classroom practices more often than the 2 low-implementation schools. Teachers in all schools expressed positive attitudes towards Accelerated Math and Accelerated Reader.PLEASE NOTE: The Summary of two publications: 1) peer-reviewed journal article: Holmes, C. T., Brown, C. L., & Algozzine, B. (2006). Promoting academic success for all students. Academic Exchange Quarterly, 10(3), 141-147., and 2) the technical report: Holmes, C. T., & Brown, C. L. (2003). A controlled evaluation of a total school improvement process, School Renaissance (Tech. Rep.). Athens: University of Georgia, Department of Educational Administration. is available online: <https://docs.renaissance.com/R38788>. For a copy of the Full Peer-Reviewed Article, email research@renaissance.com. The Full Technical Report is available online: <https://files.eric.ed.gov/fulltext/ED474261.pdf>.

DETAILS: Location: Memphis, Tennessee; Design: Independent, experimental, peer-reviewed; Sample: 1,665 students and 76 teachers at 11 elementary schools; Measures: Star Early Literacy, Star Reading; Duration: 1 school year. RESULTS: In this study, teachers at urban elementary schools were randomly assigned to use or not use Accelerated Reader. Star Early Literacy and Star Reading results showed significant gains and moderate to large effect sizes in grades K-2 and small to moderate effect sizes in grades 3-6. Eighty-three percent of the students in grades 3-6 were eligible for free or reduced-price lunch. Students with learning disabilities benefited most in classrooms with high-implementation of Accelerated Reader compared to those in low- or no-implementation classrooms. PLEASE NOTE: The Summary of this peer-reviewed journal article: Nunnery, J. A., Ross, S. M., & McDonald, A. (2006). A randomized experimental evaluation of the impact of Accelerated Reader/Reading Renaissance implementation on reading achievement in grades 3 to 6. Journal of Education for Students Placed at Risk, 11(1), 1-18. is available online: <https://docs.renaissance.com/R37112>. For a copy of the Full Article, email the Renaissance Research Department: research@renaissance.com. The initial report upon which this article is based, Ross, S. M., Nunnery, J., & Goldfeder, E. (2004). A randomized experiment on the effects of Accelerated Reader/Reading Renaissance in an urban school district: Final evaluation report. Memphis, TN: University of Memphis, Center for Research in Educational Policy, is also available online: <https://docs.renaissance.com/R40767>.

DETAILS: Location: Pascagoula and Biloxi, Mississippi; Design: Independent, quasi-experimental; Sample: 10,000 students in grades 3-8, 23 treatment/18 control schools; Measures: Mississippi Curriculum Test (MCT), Mississippi Writing Assessment, School Climate Inventory (SCI); Duration: 2 years. RESULTS: This report summarizes the results of the 1st year of a 2-year study that was designed to evaluate the student achievement and organizational climate at schools implementing Accelerated Reader and Accelerated Math with best practices, compared to matched controls. More than 60% of the students participating in this study were eligible for free or reduced-price lunch. MCT results favoring Accelerated Math and Accelerated Reader were found in reading (median effect size 0.11), language arts (median effect size 0.12), and math (median effect size 0.08). The researchers also found that the organizational climates reported by teachers at treatment schools were significantly more favorable than those reported by teachers at control schools on all 7 dimensions of the SCI, with effect sizes ranging from 0.20 to 0.54. AUTHORS: Steven M. Ross, PhD and John A. Nunnery, PhD. Report available online: <https://files.eric.ed.gov/fulltext/ED484275.pdf>.

DETAILS: School Profile: 304 students in grades K-6; Demographics: Inner City, Urban, Title I, Free/reduced lunch: 72.7%, English Language Learners: 38%; Race/Ethnicity: American Indian/Alaska Native: 2%, Asian/Pacific Islander: 25%, Black/African American: 28%, Hispanic/Latino: 13%, White: 32%; Measure: Minnesota Comprehensive Assessment (MCA); Duration: 1999-2003. RESULTS: Sheridan Elementary began implementing Accelerated Reader in spring 2000. In fall 2002, funding from a comprehensive school reform grant enabled them to also adopt Accelerated Math and Accelerated Writer. Since spring 1999, the percentage of students in grades 3 and 5 scoring proficient in reading and math on the MCA increased an average of 43.5 points. Between August 2003 and March 2004, Sheridan students read more than 22,000 books. In addition, the school received the St. Paul Schools Superintendents Academic Award for continuous school improvement 5 years in a row on standardized tests. In Spring 2004, 10 educators achieved Renaissance Model Certification and the school attained Model School status in spring 2004. REPORTING EDUCATOR: Nancy Mambi, librarian/Title I reading teacher. The full report is available online: <https://docs.renaissance.com/R33473>.

DETAILS: School Profile: 276 students in grades 2-3; Demographics: Limited English proficiency: 9%, Free/reduced lunch: 78.5%; Race/Ethnicity: Black/African American: 47.0%, Hispanic or Latino: 12.0%, White: 40.0%, Asian or Pacific Islander: 0.7%. RESULTS: After implementing Accelerated Reader with best practices, 2nd-grade scores on the Iowa Test of Basic Skills (ITBS) increased 6 percentile points over 4 years, while the number of 3rd graders meeting or exceeding standards on the Illinois Standards Achievement Test (ISAT) increased by 8% over 3 years. REPORTING EDUCATOR: Pamela K. Preston, principal. The full report is available online: <https://docs.renaissance.com/R12814>.

DETAILS: School Profile: 580 students in grades: K-1; Demographics: Suburban, Title I, Free/reduced lunch: 44%, Mobility: 8%; Race/Ethnicity: White: 67%, Black or African American: 30%, Hispanic or Latino: 1%, Other: 1%, Asian or Pacific Islander: 1%. RESULTS: After implementing Accelerated Reader with best practices for 8 months, 1st graders gained 38 percentile points on the Star Reading test. REPORTING EDUCATOR: Charlotte Whetstone, principal. The full report is available online: <https://docs.renaissance.com/R11785>.

DETAILS: School Profile: 520 students in grades K-5; Demographics: Title I, Free/ Reduced Lunch: 65%; Race/Ethnicity: Black or African American: 100%. RESULTS: During 3 years of implementing Accelerated Reader with best practices, this school improved Stanford 9 scores of students in grades 3-5 and received a Governors Trophy for improvement. REPORTING EDUCATOR: Audrey Fine, computer enrichment teacher. The full report is available online: <https://docs.renaissance.com/R11775>.