From the introduction: "This analysis is the fourth 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. Our previous reports examined outcomes in Renaissance Star Reading and Renaissance Star Maths assessments before, during, and after the pandemic across all pupils and for pupils from disadvantaged backgrounds. This included examining how the disadvantage gap - the difference in outcomes between pupils from low-income backgrounds and their peers - had changed between 2017/18 and 2022/23." The full report is available online: <https://epi.org.uk/wp-content/uploads/2024/03/PUBLICATION-3_Final_v2.pdf>.

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; "Star Math (SM) is a popular computer adaptive test (CAT) schools use to screen students for academic risk. Despite its popularity, few independent investigations of its diagnostic accuracy have been conducted. We evaluated the diagnostic accuracy of SM based upon vendor provided cut-scores (25th and 40th percentiles nationally) in predicting proficiency on an end of year state test in a sample of highly achieving grade three (n = 210), four (n = 217), and five (n = 242) students. Specificity exceeded sensitivity across all grades and cut-scores. Acceptable levels of sensitivity and specificity were achieved in grade three and four but not grade five when using the 40th percentile."Citation: Turner, M. I., Van Norman, E. R., & Hojnoski, R. L. (2022). An independent evaluation of the diagnostic accuracy of a computer adaptive test to predict proficiency on an end of year high-stakes assessment. Journal of Psychoeducational Assessment, 40(7), 911-916.

From the abstract: "Little research has been conducted to assess the validity of computer-based instruments used to access reading progress in the classroom. The current study evaluates the ability of the Star Reading program to predict subtest scores on the WJ IV ACH. Star Reading assessment was able to predict performace below the tenth percentile on reading subtest of the WJ IV ACH. The study provides a model for school psychologist to evaluate the computer-based asessments used in their schools."Citation: Stroebel, S. S., Jennings, R. L., Lucas-Adkins, C., & Basford, A. (2019, February). Evaluating the predictive validity of the STAR Reading program. Poster session presented at the National Association of School Psychologists Annual Convention, Atlanta, GA.

From the abstract: "Computer adaptive assessments were used to monitor the academic status and growth of students with emotional behavior disorders (EBD) in reading (N = 321) and math (N = 322) in a regional service center serving 56 school districts. A cohort sequential model was used to compare that performance to the status and growth of a national user base of more than 7,500,000 students without disabilities. Consistent with numerous previous findings, status or level of performance of students with EBD was consistently low relative to their nondisabled peers. However, for the most part the students with significant EBD demonstrated rates of growth similar to the nationwide sample of nondisabled peers. There was considerable variability in the academic growth of students across grades and between treatment programs, and this variability is described and discussed. Implications for policy and practice in student progress monitoring and teacher evaluation systems are discussed." Citation: Ysseldyke, J., Scerra, C., Stickney, E., Beckler, A., Dituri, J., & Ellis, K. (2017). Academic growth expectations for students with emotional and behavior disorders. Psychology in the Schools, 54(8), 792-807.

Previously, The Council of Administrators of Special Education (CASE) endorsed Accelerated Reader 360.The Council of Administrators of Special Education (CASE) is an international professional educational organization which is affiliated with the Council for Exceptional Children (CEC) whose members are dedicated to the enhancement of the worth, dignity, potential, and uniqueness of each individual in society.Those who receive special education services are individuals who possess basic rights and responsibilities, and who command respect at all times. Special education embraces the right to a free appropriate public education.The Mission of the Council of Administrators of Special Education, Inc. is to provide leadership and support to members by shaping policies and practices which impact the quality of education.The endorsement is available online: <https://web.archive.org/web/20200811164050/https://www.casecec.org/endorsed-products>.

This independent, experimental study compared the reading attainment and intrinsic motivation to read between Intervention Group 1 (Life Boat Literacy), Intervention Group 2 (Accelerated Reader), and a control group. The results of this research found that the group using Accelerated Reader had statistically significant gains in both reading attainment and reading self efficacy compared to the control group and the group using Life Boat Literacy. Accelerated Reader "increased both reading attainment and the intrinsic motivation to read by one standard deviation unit compared to other pupils of a similar age and ability." Citation: Hall, A. (2011). Raising reading attainment and reading self efficacy in an all girls' secondary school; new whole language approaches vs. tried and tested synthetic phonics (Unpublished dissertation). Durham University School of Education, Durham, England. (Email research@renaissance.com to request a copy of this study from the Renaissance Research Department.)

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: 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: 640 students in grades K-6; Demographics: Rural, Free/reduced lunch: 58%; Special education: 17%, Transitional bilingual: 17%; Race/Ethnicity: American Indian/Alaska Native: 3%, Asian/Pacific Islander: 19%, Black/African American: 17%, Hispanic/Latino: 24%, White: 37%; Measure: Washington Assessment of Student Learning (WASL); Duration: 1997-2004. RESULTS: This school adopted Accelerated Reader in 1995, Star Reading in 1996, Accelerated Math in 1997, and later added Star Early Literacy. Educators at Neely-Obrian implemented these progress-monitoring tools during an extended, after-school learning program. As part of their implementation, they received professional development training from Renaissance, incorporated best practices, added an extensive Accelerated Reader library to each classroom, and partnered with the city library. From the 1997-1998 school year to the 2003-2004 school year, the percentage of students meeting or exceeding state standards doubled in reading and more than tripled in math. In addition, student behavior improved, and parent/community involvement and approval increased. REPORTING EDUCATOR: John Eads, instructional technology specialist. The full report is available online: <https://docs.renaissance.com/R35463>.

This School Library Journal article from 2001 explains how the success of Accelerated Reader in the special education classrooms at a Washington high school led to schoolwide implementation of the software, resulting in greater student achievement and motivation to read. AUTHOR: J. Anderson. This article is available online: <http://www.slj.com/2001/07/students/what-works-a-skeptic-is-sold/>.

DETAILS: Location: Pere Marquette, a library in the Illinois Department of Corrections; Sample: 80 young men (ages 13-18). RESULTS: After a 5-month implementation of Accelerated Reader, young men at the Illinois Department of Corrections, who had never before experienced success in academics, were achieving scores of 90-100% on Accelerated Reader quizzes. AUTHOR: June Ganter. Report available online: <http://www.lib.niu.edu/2000/il0003176.html>