To develop Pathway to Proficiency reports for California Star Reading and Star Math schools, we linked our scaled scores with the scaled scores from the Smarter Balanced achievement test. This technical report details the statistical method behind the process of linking Smarter Balanced Asessments and Star Reading and Star Math scaled scores. The full report is available online: <https://docs.renaissance.com/R44908>.

Accelerated Reader is a progress-monitoring system that provides feedback on the comprehension of books and other materials that students have read. It also tracks student reading over time. Currently, more than 180,000 different Accelerated Reader quizzes have been developed and are in use. This report provides reliability and validity data for Accelerated Reader quizzes. The reliability analyses use a large database of nearly 1 million quiz records. Validity is established through correlations with scores from 24 standardized reading tests and through a study that confirms that the quizzes are effective at discriminating between instances of students having read the book versus not having read the book. The report also includes descriptions of the purpose and intended classroom use of Accelerated Reader, descriptions of the types of quizzes, and the processes for quiz development. The report is available online: <https://docs.renaissance.com/R35806>.

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>.

DETAILS: Location: 24 U.S. states; Design: Analysis of Reading Practice Database; Sample: 50,823 students in grades 1-12 at 139 schools; Measure: Star Reading; Duration: 1 school year. RESULTS: This study of Accelerated Reader indicated that increased time spent reading leads to gains in reading achievement for all students regardless of prior ability, but only when the reading is highly successful. Regression analysis revealed that the single most important factor influencing both time spent reading and average percent correct is a student's teacher. Students in 2nd- through 8th-grade Renaissance Model- and Master-certified classrooms consistently outperformed students in non-certified classrooms and low-implementing classrooms. Email research@renaissance.com to request a copy of the Full Report. Information about a newly updated version of the report is available online: <http://research.renaissance.com/research/474.asp>.

DETAILS: Location: 24 U.S. states; Design: Independent, correlational; Sample: 50,823 students in grades 1-12 at 139 schools; Measure: Star Reading; Duration: 1 school year. RESULTS: This study is an independent evaluation of the data from Paul, 2003, available online: <http://research.renaissance.com/research/172.asp>. In the elementary grades, students in classrooms implementing Accelerated Reader with best practices showed statistically significant improvements in overall achievement level. In middle and high school, teachers who promoted a greater overall reading success rate were able to improve achievement results. Higher average percent correct on Accelerated Reader quizzes and reading at levels above the initial zone of proximal development (ZPD) were linked to greater outcomes. Additionally, even after using rigorous statistical controls for students' initial reading skill levels, reading success rate, and challenge of reading material, the amount of text read was a key predictor of later literacy development. AUTHORS: Geoffrey D. Borman, PhD and N. Maritza Dowling, PhD. The Summary of this study is available online: <https://docs.renaissance.com/R34537>. The Full Report is also available online: <https://docs.renaissance.com/R40524>.

DETAILS: Location: Throughout the US; Design: Independent, hierarchical linear modeling; Sample: Data from more than 3,000 classrooms using Accelerated Reader and best practices with 25 different reading curricula; Measures: Accelerated Reader, Star Reading. RESULTS: Results from an independent analysis demonstrates that when implemented according to Renaissance's recommended best classroom practices, Accelerated Reader enhances over 25 currently published reading curricula and leads to improved student outcomes. The more successful, guided independent reading students engage in, the higher their reading gains. AUTHOR: Daniel Bolt, PhD. A pdf of this report is not available. Email the Renaissance Research Department at research@renaissance.com for additional information.

DETAILS: Location: Throughout the US; Design: Independent, peer-reviewed; Sample: 659,214 students in grades K-12 at 2,193 schools; Measure: Accelerated Reader data. RESULTS: This study provided further evidence of the positive relationship between amount of reading practice and reading ability. In addition to gathering Accelerated Reader data for the study sample, 13,000 schools were also surveyed for the project, and the ethnicity and socioeconomic status of these students were found to be generally similar to U.S. students as a whole. Consistent with other research in the field, the study found that students in the highest quartile practiced reading 3.4 to 4.1 times more than students in the lowest quartile. In addition, the top 5% of readers read 144 times more than bottom 5%. The data also suggested that, on average, amount of reading practice increases until 6th grade and then declines. Finally, it was observed that schools using Accelerated Reader for 4 or more years had a 64% higher level of reading practice compared to schools using Accelerated Reader for 1 year. PLEASE NOTE: The Summary of this peer-reviewed journal article: Topping, K. J., & Paul, T. D. (1999). Computer-assisted assessment of practice at reading: A large scale survey using Accelerated Reader data. Reading and Writing Quarterly, 15(3), 213-231 is available online: <https://docs.renaissance.com/R33255>. For a copy of the Full Article, email the Renaissance Research Department: research@renaissance.com.

DETAILS: Design: Correlational; Sample: Data for 659,214 students in grades K-12. RESULTS: This study of reading is one of the largest ever conducted and collected reading performance data for 659,214 K-12 students. Key findings concluded students spend only seven minutes per day practicing reading, and reading practice declines markedly after 5th grade. The full report is available online: <https://docs.renaissance.com/R11830>.