From the abstract: "The present study compared the diagnostic accuracy of a single computer adaptive test (CAT), Star Reading or Star Math, and a combination of the two in a gated screening framework to predict end-of-year proficiency in reading and math. Participants included 13,009 students in Grades 3-8 who had at least one fall screening score and end-of-year state test score in reading and math. First, diagnostic accuracy statistics were evaluated for a single screening measure to predict proficiency on end-of-year tests. Second, a gated screening framework was simulated to examine the diagnostic accuracy of a combination of screening measures (i.e., scores from the CATs and the end-of-year test). The diagnostic accuracy of each screening method was compared. Results suggest that diagnostic accuracy did not improve for the gated screening method when compared to the single screening method. The gated screening method tended to yield low sensitivity values (M?=?0.42, range?=?0.3-0.48) and high specificity values (M?=?0.97, range?=?0.9-0.99). The only condition to reach acceptable sensitivity and specificity (>0.70) was a single reading screener predicting reading outcomes. Sample specific cut-scores from receiver operating curve (ROC) analyses led to improved diagnostic accuracy outcomes relative to all other methods."Citation: Forcht, E. R., & Van Norman, E. R. (2024). Comparison of screening methods for computer adaptive tests to predict reading and math performance. Psychology in the Schools, 61(4), 1590–1610The full article is available online: <https://doi.org/10.1002/pits.23132>.

To develop Pathway to Proficiency reports for Delaware 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/R53517>.

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, 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: 24 U.S. states; Design: Independent, correlational, peer-reviewed; Sample: 50,823 students in grades 1-12 at 139 schools; Measure: Star Reading; Duration: 1 school year. RESULTS: This study elaborated on the "what works?" question by exploring the effects of variability in program implementation quality on achievement. Particularly, the effects of computerized assessment in reading on achievement were investigated, analyzing data on students who read more than 3 million books. When minimum implementation quality criteria were met, the positive effect of computerized assessment was higher in the earlier grades and for lower achieving students. Implementation quality tended to decline at higher grade levels. With higher implementation quality, reading achievement gains were higher for students of all levels of achievement and across all grades, but especially in the upper grades. Very high gains and effect sizes were evident with very high implementation quality, particularly in grades 1-4. Implications for practice, the interpretation of research, and policy were noted. PLEASE NOTE: Email research@renaissance.com to rquest a copy of this peer-reviewed journal article: Topping, K. J., Samuels, J., & Paul, T. (2007). Computerized assessment of independent reading: Effects of implementation quality on achievement gain. School Effectiveness and School Improvement, 18(2), 191-208.

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: Does reading practice make perfect? Or is reading achievement related to the quality of practice as well as the quantity? To answer these questions, data for students who read more than 3 million books were analyzed. Measures largely of quantity (engaged reading volume) and purely of quality (success in reading comprehension) showed a positive relationship with achievement gain at all levels of achievement. However, both high quantity and high quality in combination were necessary for high achievement gains, especially for older students. Both were weakly associated with student initial reading achievement, but more strongly associated with the class in which the student was enrolled, possibly suggesting the properties of teacher intervention in guiding independent reading were important. Implications for theory building, 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. (2007). Does practice make perfect? Independent reading quantity, quality and student achievement. Learning and Instruction, 17, 253-264.

DETAILS: School Profile: 250 students in grades: K-1, 4-6; Demographics: Inner-city school, Title I, Limited English proficiency: 1.3%, Free or reduced lunch: 74%; Race/Ethnicity: Black or African American: 53.1%, White: 29.8%, Hispanic or Latino: 14.5%, Asian or Pacific Islander: 2.2% American Indian or Alaska Native: 0.4%. RESULTS: Since implementing Accelerated Reader with best practices, the percentage of 5th-grade students meeting or exceeding reading state standards jumped from 64.7% in 2003 to 83.5% in 2005 on the Deleware State Testing Program. REPORTING EDUCATOR: Diane D'Angelo, English language arts instructional coach. The full report is available online: <https://docs.renaissance.com/R35318>.

DETAILS: Design: Independent, correlational. RESULTS: This analysis confirms that increased integrity of Accelerated Reader and Accelerated Math implementations, according to Renaissance's best classroom practices, increases the probability that students will attain higher performance levels on state tests in reading and math. Data from 3 large districts in Delaware, Texas (see Nunnery & Ross, 2007, available online: <https://www.proquest.com/openview/88005a34ff3261b276410e2cc64e9da5/1?pq-origsite=gscholar&cbl=10235>), and Mississippi (see Ross & Nunnery, 2005, available online: <https://files.eric.ed.gov/fulltext/ED484275.pdf>.) were analyzed. AUTHOR: Daniel Bolt, PhD. A Summary of this analysis is available online: <https://docs.renaissance.com/R34890>.

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: District Profile: 3,679 students in grades K-12; Demographics: Urban fringe, Free/reduced lunch: 36.9%; Race/Ethnicity: Black/African American: 28%, Hispanic/Latino: 6%, White: 65%, Other: 1%; Measure: Delaware Student Testing Program (DSTP); Duration: 1999-2003. RESULTS: Milford High School began using Accelerated Reader in spring 2000; by fall, all five schools in the district had implemented Accelerated Reader. Then, the district piloted Accelerated Math in a summer school program, and because of its success all schools implemented the software in fall 2000. Eventually, as funds became available, Milford expanded its implementation to include Accelerated Writer and StandardsMaster. In the last 4 years, the percentage of students in the district meeting or exceeding state standards on the DSTP has increased an average of 16.0 points in math and 15.3 points in reading. The implementation of Renaissance tools has also positively impacted student attitudes toward reading, and library circulation has more than tripled. REPORTING EDUCATORS: Robert Smith, superintendent; Mary Herrera, director of elementary and special education; Robert Sutcliffe, director of secondary education; and Gene Kerns, reading and writing instructional specialist. The full report is available online: <https://docs.renaissance.com/R33472>.

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.