The International Certification of Evidence of Impact in Education (ICEIE) has granted Renaissance's Nearpod the Silver badge (ESSA Tier 2) for Efficacy in enhancing learning outcomes.The full certification is available online: <https://eduevidence.org/products/>.

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>.

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>.

This technical report contain a linking study between the California Smarter Balanced Assessment and FastBridge aMath and aReading.The study is available online: <https://docs.renaissance.com/R67829>.

From the abstract: "The population of Spanish-speaking preschoolers in the United States continues to increase and there is a significant need to develop psychometrically sound early language and literacy screening measures to accurately capture children's ability in Spanish. In this paper, we describe the innovative design and calibration process of the new Individual Growth and Development Indicators-Español (IGDIs-E). We developed and tested two Spanish oral language measures: Identificación de los Dibujos/Picture Naming and Verbos (Expresivo)/Expressive Verbs with 976 Spanish-speaking preschoolers (4-5-years old; 50% female) across five states. Children were tested in Spanish in fall, winter, and spring across two academic years. Results provide evidence that the new IGDIs-E are psychometrically sound with no significant bias between genders and dialects of Spanish spoken in the United States. Cumulative results, the utility of the final measures, and the implications for data-based decision making with Spanish-speaking preschoolers is discussed." Citation: Durán, L. K., Wackerle-Hollman, A. K., Kohlmeier, T. L., Brunner, S. K., Palma, J., & Callard, C. H. (2019). Individual Growth and Development Indicators-Español: Innovation in the development of Spanish oral language general outcome measures. Early Childhood Research Quarterly, 48, 155-172The research study is available online: <https://files.eric.ed.gov/fulltext/ED596096.pdf>.

From the abstract: "Spanish speakers in the United States are a steadily increasing population, up by 233% since 1980. Given the growing population of dual language learners (DLLs) and the large numbers of Spanish-speaking children enrolled in pre-kindergarten programs, addressing the educational needs of preschool-aged DLLs has become a national imperative. Specifically, the intersection of this growing population and the dearth of appropriate assessment tools to evaluate DLLs early language and literacy skills creates a need for assessments that accurately measure preschool performance. This manuscript reports on the iterative design process of a measure of Spanish phonological awareness for preschool-aged DLLs: Spanish Individual Growth and Development Indicators (S-IGDI) Primeros Sonidos. We employed measure design framework to develop the measure and tested item function within a study of 970, 4-5 year old DLLs. Results, including item level analyses and evidence regarding construct and criterion validity are reported."Citation: Wackerle-Hollman, A., Durán, L., Brunner, S., Palma, J., Kohlmeier, T., & Rodriguez, M. C. (2019). Developing a measure of Spanish phonological awareness for preschool age children: Spanish Individual Growth and Development Indicators. Educational Assessment, 24(1), 33-56. The research study is available online: <https://files.eric.ed.gov/fulltext/ED595878.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>.

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: Western United States; Design: Independent, Correlational research; Sample: 32 high achieving students in grade 4 and 5 combination class; Measures: Star Reading; Duration: One school year.RESULTS: The average grade level equivalency and independent reading level growth exceeded one year during one school year. Citation: Strang, W. S. (2012). Using Accelerated Reader to compare the amount of reading with reading growth (Unpublished master's thesis). California State University, San Marcos.Report available online: <http://hdl.handle.net/10211.3/10211.8_241>

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>

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: 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>