Early literacy practice with Lalilo was associated with higher levels of growth in general literacy achievement. Students who used Lalilo more intensively and for a longer period experienced the most growth in their literacy skills. Less intense and less frequent use of Lalilo was associated with relatively less achievement growth, but even lighter use was associated with more growth relative to students who did not use the program at all. These results remained consistent across struggling readers, English language Learners, and students from Title I schools.The full report is available online: <https://docs.renaissance.com/R63694>.

From the Introduction: "To provide optimal power and usefulness within our Star Assessments and many of our practice products, Renaissance takes a unique approach to content creation through the development of custom learning progressions. In general, learning progressions are descriptions of successively more sophisticated ways of thinking about key disciplinary concepts and practices across multiple grades, which outline intermediate steps toward expertise (Pellegrino, 2011). Learning progressions lay out in words and examples what it means to move toward more expert understanding (Wilson & Bertenthal 2005) in a subject area. While not unlike a traditional scope and sequence, learning progressions are far more thoughtfully developed and emphasize a holistic, cross-grades focus."The Full Report is available online: <https://renaissance.widen.net/s/jdm9kgx5cw/780549-lpfocusskills-whitepaper>.

From the introduction: "In the spring of 2024, Renaissance undertook a special study to gather further reliability and validity evidence for its four Star CBM rapid automatic naming (RAN) measures. These four assessments measure a student’s ability to rapid name colors (Rapid Color Naming (RCN), pictures (Rapid Picture Naming (RPN)), letters (Rapid Letter Naming (RLN)), and numbers (Rapid Number Naming (RNN)). The four RAN measures each have two test forms and are offered in grades K through 3."The study is available online: <https://docs.renaissance.com/R67673>.

This document contains updated classifaction accuracy for Star Early Literacy.The study is available online: <https://docs.renaissance.com/R67671>.

From the study: "The purpose of this report was to evaluate the Lalilo software program. Three research questions guided the current study.1. Do students in classrooms using Lalilo experience more growth in literacy skills relative to students in classrooms that do not use the program? Overall, students in schools that used Lalilo grew at a greater rate than students in schools that did not use Lalilo.2. Do classrooms that follow best practice guidelines for the program confer greater student growth relative to classrooms that do not? More specific measures of fidelity or usage benchmarks may shed light on the relationship between adherence to best practice guidelines and student growth in early literacy skills.3. To what degree is the intensity in which Lalilo is used (e.g., number of lessons completed / number of minutes program was used) related to the magnitude of growth in literacy skills amongst students in classrooms that use the program?Increasing the number of minutes or days spent using Lalilo was not critical to the improvement in weekly growth of early literacy skills. Instead increasing the number of learning objectives validated resulted in the largest improvements".Citation: Van Norman, E. R., & Forcht, E. R. (2024). An evaluation of the impact of the Lalilo software program: Research report prepared for Renaissance Learning. Center for Promoting Research to Practice, Lehigh University.The study is available online: <https://docs.renaissance.com/R67557>.

FastBridge Adaptive Math (aMath) has been rated highly by the National Center on Intensive Intervention (NCII) as academic screening assessment. The Full Review is available online: <https://charts.intensiveintervention.org/ascreening>.

FastBridge earlyMath Composite has been rated highly by the National Center on Intensive Intervention (NCII) as academic screening assessment. The Full Review is available online: <https://charts.intensiveintervention.org/ascreening>.

This technical manual is a compendium of all relevant information about design, test security, content specification, equating and scale development, reliability and measure precision, validity, norming, and score definitions for Star CBM Math.Email research@renaissance.com to request a copy of the technical manual from the Renaissance Research Department.

This technical manual is a compendium of all relevant information about design, test security, content specification, equating and scale development, reliability and measure precision, validity, norming, and score definitions for Star CBM Reading.Email research@renaissance.com to request a copy of the technical manual from the Renaissance Research Department.

Throughout 2021, Renaissance released a series of reports titled How Kids Are Performing, which estimated the impact of the COVID-19 pandemic on US student achievement in reading and mathematics during the 2020-2021 school year. Although the incidence of school shutdowns and remote learning is now much lower during the 2021-2022 school year than the prior year, the COVID-19 pandemic continues to affect K-12 education in myriad ways. This continuation of the How Kids Are Performing report series will serve as a status check, summarizing US K-12 student performance and growth as of the end of the 2021-2022 school year and contrasting those results to the same period in 2020-2021.The full report is available online: <https://www.renaissance.com/how-kids-are-performing/>.

Over the years, classroom bilingual teachers and the emerging bilingual learners they serve have made some of the most astute observations questioning the validity and reliability of assessments of early literacy in Spanish that are mirror translations of below represent a small fraction of observations representing a 40-year frustration with the prevalent practice of assessment via direct translations from English to Spanish, frequently without validity and reliability studies in Spanish. The full report is available online: <https://renaissance.widen.net/s/pxnqbtrpmh/530399-star-cbm-lectura-white-paper>.

Throughout 2021, Renaissance released a series of reports titled How Kids Are Performing, which estimated the impact of the COVID-19 pandemic on US student achievement in reading and mathematics during the 2020-2021 school year. Although the incidence of school shutdowns and remote learning is now much lower during the 2021-2022 school year than last year, the COVID-19 pandemic continues to affect K-12 education in myriad ways. This continuation of the How Kids Are Performing report series will serve as a status check, summarizing US K-12 student performance and growth as of the middle of the 2021-2022 school year and contrasting those results to the same period in 2020-2021. The report is available online: <https://www.renaissance.com/how-kids-are-performing/>.

Renaissance Star Early Literacy and Renaissance Star Reading are approved as Diagnostic Assessments, also known as screeners, by the Ohio Department of Education (ODE). Ohio educators can use these assessments to determine if K-3 students are on track or not on track for reading at grade level.The Star Reading Third Grade Proficiency Assessment is also approved by the ODE. This test is an alternative reading assessment that enables students to "demonstrate an acceptable level of reading performance for promotion to fourth grade." The full report is available online: <https://docs.renaissance.com/R63538>.