To develop Pathway to Proficiency reports for Mississippi Star Reading and Star Math schools, we linked our scaled scores with the scaled scores from Mississippi's achievement test. This technical report details the statistical method behind the process of linking Mississippi's state test (MAAP) and Star Reading and Star Math scaled scores. The full report is available online: <https://docs.renaissance.com/R45104>.

To develop Pathway to Proficiency reports for Alaska Star Reading and Star Math schools, we linked our scaled scores with the scaled scores from Alaska's achievement test. This technical report details the statistical method behind the process of linking Alaska's state test (AK STAR) and Star Reading and Star Math scaled scores.NOTE: The cut-score equivalents presented are preliminary estimates of the Star Reading and Star Math scores corresponding with each AK STAR performance level and will be refined as more data become available. To learn more about the next steps for the AK STAR linking study or contribute data to support this linking project, please contact the Research Department at research@renaissance.com. The full report is available online: <https://docs.renaissance.com/R53465>.

To develop Pathway to Proficiency reports for Maine Star Reading and Star Math schools, we linked our scaled scores with the scaled scores from the Maine achievement test. This technical report details the statistical method behind the process of linking Maine Through Year Assessment and Star Reading and Star Math scaled scores. NOTE: The cut-score equivalents presented are preliminary estimates of the Star Reading and Star Math scores corresponding with each Maine Through Year Assessment performance level and will be refined as more data become available. To learn more about the next steps for the Maine Through Year Assessment linking study or contribute data to support this linking project, please contact the Research Department at research@renaissance.com. The full report is available online: <https://docs.renaissance.com/R58548>.

To develop Pathway to Proficiency reports for Georgia Star Math schools, we linked our scaled scores with the scaled scores from Georgia's achievement test. This technical report details the statistical method behind the process of linking Georgia's state test (Georgia Milestones EOC Algebra) and Star Math scaled scores.

This whitepaper argues that AI is driving a shift from fragmented edtech tools to integrated “education intelligence systems” that unify assessment, instruction, and practice, enabling real-time, data-driven decision-making. It emphasizes that effective AI should be grounded in learning science and keep educators in control, using automation and insights to amplify—not replace—teacher expertise. Ultimately, this transformation enables scalable, personalized learning while reducing teacher workload and improving student outcomes. The full whitepaper is available online: <https://renaissance.widen.net/s/nrlzqkpb6k/renaissance-ai-edtech-in-the-age-of-intelligence-whitepaper>.

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://www.casecec.org/endorsed-products>.

The purpose of this study was the examine the patterns of reading achievement growth for students using myON. Results showed that students who spent more time on myON (per session and number of sessions) experienced more growth in Star Reading. And how students use myON affects student growth. Gains were shown in student growth percentiles (SGP), and analyses are presented for the general population, struggling readers, English Language Learners, and students at Title I schools. The research study is available online: <https://docs.renaissance.com/R62687>.(Email research@renaissance.com to request a copy of the 2019 or 2024 report Special report: Trends in student outcome measures: myON and student achievement from the Renaissance Research Department.)

About What Kids are Reading 2026 This year’s report is based on reading data for the 2024–2025 school year for 4.7 million kids who read 161 million books at 19,962 schools and the 1.5 million kids who spent 545,888,348 minutes reading digitally. What Kids Are Reading displays popular books by grade range, by grade level, and—new this year—for Growing Readers (kids who started the year with low reading achievement but finished with exceptionally high growth). Two research spotlights dig further into the data to share what we know about How Kids Are Reading and our Insights on Growing Readers. Dr. Tiffany P. Hogan, a Professor at MGH Institute of Health Professions and Research Associate at Harvard Medical School, wrote the introduction to the report. The Full Report and additional information is available online: <https://www.renaissance.com/resources/what-kids-are-reading/>.

The Buros Institute of Mental Measurements publishes independent, critical reviews of assessment instruments. Two reviewers evaluate each assessment. Each provides a description of the assessment, documents the development of the assessment, and examines the assessment's reliability and validity data. AUTHOR: Ryan J. Kettler & Kelly A. Feeney-Kettler. For information on obtaining a copy of this review, email the Renaissance Research Department: research@renaissance.com.

The Buros Institute of Mental Measurements publishes independent, critical reviews of assessment instruments. Two reviewers evaluate each assessment. Each provides a description of the assessment, documents the development of the assessment, and examines the assessment's reliability and validity data. AUTHOR: Jeffrey P. Braden.For information on obtaining a copy of this review, email the Renaissance Research Department: research@renaissance.com.

The Buros Institute of Mental Measurements publishes independent, critical reviews of assessment instruments. Two reviewers evaluate each assessment. Each provides a description of the assessment, documents the development of the assessment, and examines the assessment's reliability and validity data. AUTHOR: Carlen Henington. For information on obtaining a copy of this review, email the Renaissance Research Department: research@renaissance.com.

The Buros Institute of Mental Measurements publishes independent, critical reviews of assessment instruments. Two reviewers evaluate each assessment. Each provides a description of the assessment, documents the development of the assessment, and examines the assessment's reliability and validity data. AUTHOR: Ric Brown. For information on obtaining a copy of this review, email the Renaissance Research Department: research@renaissance.com.

Anderson School District One in Williamston, South Carolina, has many high-performing students but is a low-funded district, meaning leaders must be selective about what they invest in and must thoroughly vet all tools to ensure they will be impactful. At the beginning of the 2022–2023 school year, Anderson One switched assessment programs to begin using Renaissance Star Assessments in order to access detailed information about students’ knowledge and mastery of standards-based skills. Shortly thereafter, the district added Freckle for Math and ELA, as well as Lalilo. K–5 students in the district have seen their growth scores soar using these Renaissance tools. The full study is available online: <https://renaissance.widen.net/s/wjbswknhc2/r69052>.