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>.

From the Abstract: "Repeated measurements of student ability (i.e., progressing monitoring) is an essential element of informed decision-making when adjusting instruction. An important characteristic of progress monitoring measures is frequent administration to identify areas of concern and to evaluate academic growth. The purpose of this study was to determine if Star Math is sensitive to small incremental growth across a semester. Within two southern school districts, 114 fifth grade students' progress monitoring data were collected weekly, and a latent growth curve was used to estimate students' change in math ability. Results indicated Star Math is sensitive to small incremental growth, with a statistically significant and positive slope, suggesting students using Star Math showed improvement in ability over the semester."Citation:Johnson, K. N., Thompson, K. L., & Farmer, R. L. (2020). Determining growth sensitivity of Star Math with a latent growth curve model. Canadian Journal of School Psychology, 35(3), 197-209.The full article is available online: <The full article is available online: <https://jackbhuber.files.wordpress.com/2020/04/just-pressing-buttons.pdf>.>.

DETAILS: Location: 19 U.S. states, 1 Canadian province; Design: Correlational; Sample: 29 elementary, middle, and high schools; Measure: Library circulation measurements; Duration: Data spans 2-6 years. RESULTS: A number of research studies document the positive impact of Accelerated Reader on student reading achievement, motivation, and the amount of reading. One would expect that the combination of improved student motivation and teacher encouragement to read would affect library circulation. The purpose of this report was to review and summarize existing research on Accelerated Reader where library circulation was reported, which included 25 case studies, 3 journal articles, and 1 dissertation. The results showed that it is reasonable to conclude that students read more books while using Accelerated Reader, and are perhaps more motivated to read than before their schools implemented the program, so it can be expected that library circulation will increase. The full report is available online: <https://docs.renaissance.com/R37737>.

DETAILS: Location: residential school for the deaf and hard-of-hearing in southeastern U.S.; Design: Independent, correlational; Sample: 55 students; Measures: Star Reading, SAT-10; Duration: 4 years (2003-2007). RESULTS: This study found that there is a significant correlation between the number of books read using Accelerated Reader and performance on both Star Reading and Stanford 10, over time. Citation: Gilliam, D. A. (2011). The relationship between the use of the Accelerated Reader program and reading comprehension scores for deaf and hard of hearing students (Unpublished dissertation). Lamar University, Beaumont, TX. Email research@renaissance.com to request a copy of this study from the Renaissance Research Department.The Summary of this study is available online: <https://docs.renaissance.com/R57665>.

DETAILS: Location: Florida; Design: Independent, realibility and validity research; Sample: 1,077 students in Grade 6, 7, and 8; Measure: Star Reading, Scholastic Reading Inventory-Interactive, and Florida Comprehensive Assessment Test; Duration: 4 months.RESULTS: This peer-reviewed journal article from Bob Algozzine, Chuang Wang, and Anatoli Boukhtiarov at the University of North Carolina at Charlotte examined the extent to which an interim progress monitoring assessment in reading (Star Reading) could predict later performance on a high-stakes test (Florida Comprehensive Assessment Test). Star Reading was found to be a good predictor of FCAT. CITATION: Algozzine, B., Wang, C., & Boukhtiarov, A. (2011). A comparison of progress monitoring scores and end-of-grade achievement. New Waves-Educational Research & Development, 14(1), 3-21. The Full Article is available online: <http://www.viethconsulting.com/members/publication/new_waves_article.php?aid=19290171>

This case study details the reading achievement growth the Cleveland Metropolitan School District (CMSD) attributes to the district's use of Accelerated Reader. Since districtwide implementation of Accelerated Reader in Cleveland during the 2008-09 school year, the percent of students scoring Proficient on the Ohio Achievement Assessments (OAA) has been on the rise, and a closer look at the data shows students who used Accelerated Reader saw their scaled score points improve an average of 0.13 points for every book read, 0.57 points for every additional minute of daily engaged reading time (ERT), and 0.66 points for every additional average percent correct (APC). Also included are powerful quotes from the educators using Accelerated Reader. REPORTING EDUCATOR: Eric Gordon, Chief Academic Officer. The report is available online: <https://docs.renaissance.com/R45891>.

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: School Profile: 250 students in grades: K-1, 4-6; Demographics: Inner-city school, Title I, Limited English proficiency: 1.3%, Free or reduced lunch: 74%; Race/Ethnicity: Black or African American: 53.1%, White: 29.8%, Hispanic or Latino: 14.5%, Asian or Pacific Islander: 2.2% American Indian or Alaska Native: 0.4%. RESULTS: Since implementing Accelerated Reader with best practices, the percentage of 5th-grade students meeting or exceeding reading state standards jumped from 64.7% in 2003 to 83.5% in 2005 on the Deleware State Testing Program. REPORTING EDUCATOR: Diane D'Angelo, English language arts instructional coach. The full report is available online: <https://docs.renaissance.com/R35318>.

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; Duration: 2 years. RESULTS: This report is the 2nd year of Ross and Nunnery, 2005 (available online: <http://eric.ed.gov/PDFS/ED484275.pdf>.), which was designed to compare the achievement of students in schools in 2 school districts implementing Accelerated Reader and Accelerated Math to students in matched control schools. The schools from one district began implementing Accelerated Reader and Accelerated Math in January 2002, and the schools from the other district began implementation in August 2000. Thus, this analysis of 2004 achievement data relates to the 2nd and 4th full years of implementation at all schools. Results show that although program effects were not as strong and consistent as the prior school year (Ross & Nunnery, 2005), they remained generally positive: 16 out of 20 computed effect size estimates were positive. Supplementary analyses examined outcomes separately by school district, and examined the relationship of student-level implementation measures to achievement effects. Overall, these results indicate generally positive and sustainable impacts of Accelerated Reader and Accelerated Math on student performance in program-independent, high-stakes testing. However, these impacts were predominantly evident in the district that implemented for 4 years and only minimally so in the district that implemented for 2 years, thus suggesting that sustained implementation was critical to success. AUTHORS: Steven M. Ross, PhD and John A. Nunnery, PhD. Report available online: <https://files.eric.ed.gov/fulltext/ED500028.pdf>.