From the introduction: "This analysis is the second in a series of reports produced by the Education Policy Institute, working in partnership with Renaissance. The purpose of this research programme is to ensure that policy makers and schools have access to robust data on the performance of different pupil groups, so that support is targeted effectively to those who need it most as we continue to recover from the pandemic. The purpose of this report is to explore the outcomes of pupils from low-income backgrounds in Renaissance's Star Reading and Star Maths assessments. We know from previous analysis that pupils from low-income backgrounds suffered disproportionately from the effects of the pandemic and experienced a greater degree of lost learning. This has been confirmed by measures from statutory assessments in primary schools and GCSE and equivalent qualifications in secondary schools which have shown that the disadvantage gap increased to its widest level in a decade." The full report is available online: <https://epi.org.uk/wp-content/uploads/2024/03/FINAL_Disadvantage_report.pdf>.

DETAILS: Location: United Kingdom; Design: Independent, peer-reviewed; Sample: 13 schools, primary through a city technology school; Measures: Primary Reading Test (PRT), Group Reading Test II 6-14 (GRT), Star Reading; Duration: 6 months. RESULTS: Nine of the 13 schools in this study were from disadvantaged areas in the UK. Results indicated a statistically significant average gain in standardized scores for the paper-and-pencil test of 2.84 (n = 559) (p < .001) and an average gain in grade equivalent on the Star Reading test of 0.75 (n = 299) (p < .001) in half a year. The authors concluded that Accelerated Reader had a significant impact on reading achievement in the study schools and that it is critical to implement the program properly and consistently with best practice recommendations. The authors also cited the value of Accelerated Reader as a tool that generates its own implementation integrity data. PLEASE NOTE: The Summary of this peer-reviewed journal article: Topping, K. J., & Fisher, A. M. (2003). Computerised formative assessment of reading comprehension: Field trials in the U.K. Journal of Research in Reading, 26(3), 267-279 is available online: <https://docs.renaissance.com/R15385>. For a copy of the Full Article, email the Renaissance Research Department: research@renaissance.com.