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 introduction: "This analysis is the second in a series of reports produced by the Education Policy Institute, working in partnership with Renaissance. The purpose of this research programme is to ensure that policy makers and schools have access to robust data on the performance of different pupil groups, so that support is targeted effectively to those who need it most as we continue to recover from the pandemic. The purpose of this report is to explore the outcomes of pupils from low-income backgrounds in Renaissance's Star Reading and Star Maths assessments. We know from previous analysis that pupils from low-income backgrounds suffered disproportionately from the effects of the pandemic and experienced a greater degree of lost learning. This has been confirmed by measures from statutory assessments in primary schools and GCSE and equivalent qualifications in secondary schools which have shown that the disadvantage gap increased to its widest level in a decade." The full report is available online: <https://epi.org.uk/wp-content/uploads/2024/03/FINAL_Disadvantage_report.pdf>.

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 summary: "After rolling out a 1:1 Chromebook initiative, Eastside Elementary in Hendry County, Florida faced a challenge: how could they best utilize their new technology to maximize student growth? And how could they leverage technology to support English Language Learners (ELL) students? The district wanted to increase student engagement while keeping teachers in control of their classrooms. After Nearpod trained Eastside teachers on its interactive platform, not only did ELL students benefit, but all students experienced Nearpod’s transformative effects on learning."The full article is available online: <https://news.nearpod.com/pdf/Nearpod's+Impact+on+Student+Achievement+v14.pdf>.

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: "The purpose of this study was to compare both rates of reading achievement growth and predictive power of two widely-used assessments representing two different approaches to measurement - a computer adaptive assessment called Star Reading and a curriculum based measurement called AIMSweb. A total of 117 students from a school district in Tennessee were included in the sample. Data collection spanned two school years, and included students who were progress monitored (taking a minimum of 4 tests per year) in grades 1 through 4 in one year, and in grades 2 through 5 the subsequent year. Across the two years, interventions for both groups of students were consistent. The results of this study indicate that both measures were able to detect incremental change, and provide further support that both computer adaptive measures such as Star Reading and CBMs such as AIMSweb R-CBM are acceptable for progress monitoring. Of the two measures, only Star Reading achieved a significant correlation with the state reading assessment."Citation: Shapiro, E. S., & Gibbs, D. P. (2014). Comparison of progress monitoring with computer adaptive tests and curriculum based measures. Bethlehem, PA: Center for Promoting Research to Practice, Lehigh University.The full report is available online: <https://docs.renaissance.com/R57324>.

DETAILS: Location: KY, AZ, CA, MS, SC, AR, CO, NV, NM, LA, AL, WV, and TN; Design: Independent, correlational; Sample: 140 local model literacy initiative programs; Measure: Star Reading, Star Early Literacy; Duration: 1 school year. RESULTS: During the 2010-11 school year, Save the Children supported several local programs in its model literacy initiative. Services at the 140 sites included the delivery of integrated in-school and afterschool literacy activities for children including using Accelerated Reader. This report describes implementation of the literacy model at each site, the characteristics of participating children, and the learning results achieved during 2010-11. During the 2010-11 school year, the proportion of participants reading at a level appropriate for their grade level or above increased. On the initial Star Reading test, 12% of students were at grade level or higher--a normal curve equivalent (NCE) score of 50 or more. The final Star Reading test showed that 29% were reading at grade level. The average pre-post change in Star Reading scores was 8.2 NCEs, which was statistically significant. AUTHORS: Richard N. White, Andrea S. Palmiter, Beth Sinclair, and Elizabeth R. Reisner. Report available online: <https://docs.renaissance.com/R61745>

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>.

From the abstract: "This study was needed to determine if the Accelerated Reader (AR) program made a positive impact in schools, which were attempting to increase student achievement in reading. The purpose of this study was to determine if students who received reading instruction supplemented with the AR Program achieved higher reading scores as measured by the Mississippi Curriculum Test (MCT) than students who were instructed using only traditional basal reader textbooks. 6 school districts were selected to participate in this study. There were 1,111 3rd-5th grade students in the 6 districts between the years 2004 and 2007. Of those 1,111 students, 248 students met the criteria to be included in this study. Therefore, 248 students' reading scores were analyzed for this study. The findings of the study revealed that AR had a positive impact on students' MCT reading scores. There were no significant differences, however, between the reading scores in the three years 2004, 2005, and 2006 of AR students (male or female) and the reading scores of the Non-AR (NAR) students (male or female). There were no significant differences between the reading scores in the three years 2005, 2006, and 2007 of the AR students and the reading scores of the NAR students (male or female). This study was needed to determine if the AR program was beneficial to schools, which were attempting to increase student achievement in reading. The findings of this study may be used to help administrators and schools evaluate the usefulness and money spent on AR. While no significant differences were shown, the results did show that the AR students' scores were higher than the NAR students on the MCT reading."Citation: Brown, K. L. (2010). The impact of Accelerated Reader (AR) program on students' MCT reading scores (3432203) [Doctoral dissertation, Mississippi State University]. ProQuest Dissertations and Theses.The full report is available online: <https://scholarsjunction.msstate.edu/cgi/viewcontent.cgi?article=5486&context=td>.

DETAILS: Location: KY, AZ, CA, MS, SC, AR, CO, GA, NV, NM, LA, AL, and TN; Design: Independent, correlational; Sample: 122 local model literacy initiative programs; Measure: Star Reading, Star Early Literacy; Duration: 1 school year. RESULTS: During the 2009-10 school year, Save the Children supported several local programs in its model literacy initiative. Eighty-four of the 122 sites continued to offer literacy programming begun in 2003-04 through 2006-07, 24 during 2008-09, and 14 sites operated for the first time in 2009-10. Services at the 122 sites included the delivery of integrated in-school and afterschool literacy activities for children including using Accelerated Reader. This report describes implementation of the literacy model at each site, the characteristics of participating children, and the learning results achieved during 2009-10. During the 2009-10 school year, the proportion of participants reading at a level appropriate for their grade level or above increased. On the initial Star Reading test, 16% of students were at grade level or higher--a normal curve equivalent (NCE) score of 50 or more. The final Star Reading test showed that 29% were reading at grade level. The average pre-post change in Star Reading scores was 7.4 NCEs, which was statistically significant. AUTHORS: Richard N. White, Elizabeth A. White, Andrea S. Palmiter, and Elizabeth R. Reisner. Report available online: <https://docs.renaissance.com/R53347>

DETAILS: Location: KY, AZ, CA, MS, SC, AR, CO, GA, NV, NM, LA, and TN; Design: Independent, correlational; Sample: 118 local model literacy initiative programs; Measure: Star Reading, Star Early Literacy; Duration: 1 school year. RESULTS: During the 2008-09 school year, Save the Children supported several local programs in its model literacy initiative. Twenty of the 118 sites continued to offer literacy programming begun in 2003-04 or 2004-05, fifty-one began operating during 2005-2006 or 2006-07, 19 during 2007-08, and 26 sites operated for the first time in 2008-09. Services at the 118 sites included the delivery of integrated in-school and afterschool literacy activities for children including using Accelerated Reader. This report describes implementation of the literacy model at each site, the characteristics of participating children, and the learning results achieved during 2008-09. During the 2008-09 school year, the proportion of participants reading at a level appropriate for their grade level or above increased. On the initial Star Reading test, 16% of students were at grade level or higher--a normal curve equivalent (NCE) score of 50 or more. The final Star Reading test showed that 29% were reading at grade level. The average pre-post change in Star Reading scores was 5.8 NCEs, which was statistically significant. AUTHORS: Andrea S. Palmiter, Erickson R. Arcaira, Richard N. White, and Elizabeth R. Reisner. Report available online: <https://files.eric.ed.gov/fulltext/ED508135.pdf>

DETAILS: Location: KY, AZ, CA, MS, SC, AR, CO, GA, NV, NM, and TN; Design: Independent, correlational; Sample: 47 local model literacy initiative programs; Measure: Star Reading; Duration: 1 school year. RESULTS: During the 2005-2006 school year, Save the Children supported several local programs in its model literacy initiative. Twenty of the sites operated for the first time that year, while 15 began operation in the spring of the 2004-2005 school year, and the remaining 12 began during the 2003-2004 school year. Services at the sites included delivery of integrated in-school, after-school, and summer-school literacy activities including using Accelerated Reader. This report describes implementation of the literacy model at each site, the characteristics of participating children, and the learning results achieved during 2005-06. During the 2005-06 school year, the proportion of participants reading at a level appropriate for their grade level or above increased. On the initial Star Reading test, 21.8% of students were at grade level or higher--a normal curve equivalent (NCE) score of 50 or more. The final Star Reading test showed that 27.3% were reading at grade level. The average pre-post change in Star Reading scores was 3.9 NCEs, which was statistically significant. Report available online: <https://files.eric.ed.gov/fulltext/ED498796.pdf>.

DETAILS: School Profile: 390 students in grades pre-K-5; Demographics: Rural, Title I, targeted assistance, Free/reduced lunch: 54%, Mobility: 7%; Race/Ethnicity: Asian/Pacific Islander: 3%, Black/African American: 8%, Hispanic/Latino: 1%, White: 88%; Measure: Iowa Test of Basic Skills (ITBS). Duration: 1998-2005. RESULTS: At Hawthorne Elementary, since fully implementing Accelerated Reader, Accelerated Math, and MathFacts in a Flash, in tandem with Renaissance's research-based best practices, students scores on the ITBS have risen dramatically. Most notably, since fall of 2003, more than 90% of students have scored proficient in reading, and from 2001 to 2005 the percent of students proficient in math has grown 25.9%. As a result, Hawthorne Elementary welcomes visitors from the district and community and has become an example for implementations at other elementary schools. REPORTING EDUCATOR: Sharon Kokemuller, principal. The full report is available online: <https://docs.renaissance.com/R38272>.