From the abstract: "Nearpod contracted with LearnPlatform, a third-party edtech research company, to examine the impact of Nearpod on learning outcomes. LearnPlatform designed the study to satisfy Level II requirements (Moderate Evidence) according to Every Student Succeeds Act (ESSA)."The study is available online: <https://news.nearpod.com/Nearpod-ESSA-Level-II-Report.pdf>.

From the abstract: "Nearpod contracted with LearnPlatform by Instructure, a third-party edtech research company, to examine whether usage of Nearpod was associated with improved outcomes for students during the 2021-22 school year in a large urban district. LearnPlatform designed the study to satisfy Level III requirements (Promising Evidence) according to the Every Student Succeeds Act (ESSA, 2015; USDE, 2016)."The study is available online: <https://docs.renaissance.com/R67132>.

The author explores how myON can help support literacy learning both at home and school and the factors that contribute to variations in the amount of use.Citation: O'Conner, W. L. (2017). Sociocultural early literacy practices in the school and home context: The role of a digital library (Unpublished doctoral dissertation). University of California, San Diego, CA.The full report is available online: <https://escholarship.org/uc/item/1j95c5k2>.

From the abstract: "This study examined the predictive validity of Star Early Literacy (SEL), a computer-adaptive assessment for measuring kindergarten reading skills. Findings revealed that the results of SEL assessments administered during fall, winter, and spring of kindergarten were moderate and statistically significant predictors of year-end reading and reading-related skills, and explained 35% to 38 % of the variance in a latent variable of word reading skills. Similar results were observed with a subsample of 71 participants who received follow-up assessments in first grade. End-of-kindergarten analyses indicated that, when added as predictors with SEL, paper-based measures of letter naming, letter-sound fluency, and word reading fluency improved the amount of explained variance in kindergarten and first grade year-end word reading skills. Classification accuracy analyses found that the SEL literacy classifications aligned with word reading skills measured by paper-based assessments for students with higher SEL scores, but less alignment was found for students with lower SEL scores. Additionally, SEL cut scores demonstrated problematic accuracy, especially in predicting outcomes at the end of first grade. The addition of paper-based assessments tended to improve accuracy over using SEL in isolation. Overall, SEL shows promise as a universal screening tool for kindergarten reading skills, although it may not yet be able to completely replace paper-based assessments of early reading."Citation: Clemens, N. H., Hagan-Burke, S., Luo, W., Cerda, C., Blakely, A., Frosch, J., Gamez, B., & Jones, M. (2015). The predictive validity of a computer-adaptive assessment of kindergarten and first-grade reading skills. School Psychology Review, 44(1), 76-97.The full report is available online: <https://www.researchgate.net/publication/275040844_The_Predictive_Validity_of_a_Computer-Adaptive_Assessment_of_Kindergarten_and_First-Grade_Reading_Skills>.

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>.

From the Abstract: "The purpose of this study was to investigate the impact of the Accelerated Reader program on elementary students' reading TAKS scores in an urban predominantly Hispanic Title I school. Namely, the study investigated the relationship among the amount of time spent reading, amount of reading, average AR test scores, and students' reaching AR goal in the Accelerated Reader Program, and students' reading achievement, as measured by the state high stakes standardized test, Texas Assessment of Knowledge and Skills (TAKS) test. Archival data contained AR reading records and TAKS reading scores for 300 elementary students in an urban predominantly Hispanic Title I school during 2007- 2008 and 2008-2009 school years was analyzed. A correlation design was utilized for this ex-post facto study to determine if a correlation exists between the reading achievement of the students, as measured by the Texas Assessment of Knowledge and Skill reading tests and the implementation of Accelerated Reader Program as measured by Engaged time in reading, AR points, AR average scores, and AR goal. The results showed there are low to moderate correlation between the Accelerated Reader program's major components AR Engaged Time, AR points, AR average correct, AR goal, and The TAKS reading test. Surprisingly, we found very 1 provocative results; 100% of the students who did not pass TAKS-Reading also did not reach their AR Goal; 100% of the students who reach their AR goals also passed TAKS reading tests." The full report is available online: <http://hdl.handle.net/10657/447>.

DETAILS: Location: McKinney, Texas; Design: Independent, quasi-experimental, peer-reviewed; Sample: nine elementary and two middle schools, and matched controls; Measures: Texas Learning Index (TLI), Texas Assessment of Academic Skills (TAAS); Duration: 5 years. RESULTS: This retrospective, longitudinal study compared student achievement as measured by the TLI and TAAS between students using Renaissance progress-monitoring tools and matched controls. Researchers found statistically significant, positive effects of Accelerated Reader/Accelerated Math software and best practices on reading and mathematics achievement for elementary students, and on mathematics achievement for middle school students. Students in high-implementation schools scored even higher than comparison schools or low-implementation schools. PLEASE NOTE: The Summary of two publications: 1) peer-reviewed journal article: Nunnery, J. A., & Ross, S. M. (2007). The effects of the School Renaissance program on student achievement in reading and mathematics. Research in the Schools, 14(1), 40-59., and 2) the technical report: Nunnery, J. A., Ross, S. M., & Goldfeder, E. (2003). The effect of School Renaissance on TAAS scores in the McKinney ISD. Memphis, TN: University of Memphis, Center for Research in Educational Policy. Is available online: <https://docs.renaissance.com/R39640>. A copy of the Full Article is available online: <https://web.archive.org/web/20130722102850/http://www.memphis.edu/crep/pdfs/Effects_of_School_Renaissance-JournalArticle.pdf>. The Full Technical Report is available online: <https://files.eric.ed.gov/fulltext/ED500027.pdf>.

DETAILS: Location: Montgomery Middle School, San Diego, California; Design: Independent, correlational; Sample: 150 Grade 8 students; Measure: English-Language Arts California Standards Test (CST); Duration: One school year.RESULTS:This study aimed to investigate the potential of the Accelerated Reader program to positively impact student scores on the English-Language Arts California Standards Test (CST) in a Title I San Diego, CA middle school. The results of this study suggest that strong participation in the Accelerated Reader program can be effective in improving reading comprehension and literary analysis scores on the Reading Comprehension and Literary Analysis reporting clusters of the English-Language Arts CST. The researcher concludes that teachers should consider promoting high Accelerated Reader participation rates from all their students as one way of preparing for the CST, because there was generally a positive relationship between the extent to which Accelerated Reader best practices were implemented and scores on the CST. The Full Article is available online: <https://www.readingmatrix.com/articles/rodriguez/article.pdf> AUTHOR: S. Rodriguez

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: School Profile: 430 students in grades 6-8; Demographics: Rural, Title I, Free/reduced lunch: 68%, Mobility: 23%, Limited English proficiency: 20%; Race/Ethnicity: Black/African American: 14%, Hispanic/Latino: 52%, White: 34%; Measure: Texas Assessment of Knowledge and Skills (TAKS); Duration: 2003-2005. RESULTS: Since Diboll Junior High implemented Renaissances reading, math, and writing progress-monitoring tools in 2003, the percentage of students who Met Standards and achieved Commended Performance on the TAKS has increased considerably in all subject areas and all grades. In addition, the school received an accountability rating of Recognized by the Texas Education Agency. The school also achieved the following Renaissance Certifications: 24 of 26 classrooms reached Model Reading Certification, the school achieved both Reading Model and Master School, and the school library attained both Model and Master Library certifications. The school also reported fewer discipline issues as a result of the implementation. REPORTING EDUCATOR: Brent Hawkins, principal. The full report is available online: <https://docs.renaissance.com/R35319>.

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: School Profile: 763 students in grades K-6; Demographics: Rural, Title I, Free /reduced lunch: 95%, Limited English proficient: 80%, Migrant students: 16%; Race/Ethnicity: Black/African American: 0.13%, White: 2.69%, Asian or Pacific Islander: 4.98%, Hispanic or Latino: 92.19%. RESULTS: This elementary school met or exceeded Academic Performance Index (API) growth implementing Accelerated Reader and best classroom practices for 5 years in a row. REPORTING EDUCATORS: Roy Woods, principal; Cathy Merchant, ELD resource teacher. The full report is available online: <https://docs.renaissance.com/R34764>.

DETAILS: School Profile: 270 students in grades Pre-K-8; Demographics: Inner city, urban; Race/Ethnicity: Black/African American: 57%, Hispanic/Latino: 43%; Measure: Iowa Test of Basic Skills (ITBS); Duration: 2001-2003. RESULTS: With the financial support of William Ruane, a well-known philanthropist in New York City, Saint Paul School began implementing Accelerated Reader in 2001. This included hiring a reading specialist and hosting an on-site training seminar for teachers on Accelerated Reader best classroom practices. During the 3 years of Accelerated Reader implementation, the school experienced consistent and steady growth in academic achievement. From 2001 to 2003, students in grades 2 through 7 gained an average of 10 percentiles on the reading portion of the ITBS, and library circulation quadrupled. During the 2002-2003 school year, each student read an average of 158 books. REPORTING EDUCATORS: Agnes Sayaman, principal; Emily Severance, reading specialist. The full report is available online: <https://docs.renaissance.com/R32975>.