To develop Pathway to Proficiency reports for Illinois Star Reading and Star Math schools, we linked our scaled scores with the scaled scores from Illinois' achievement test. This technical report details the statistical method behind the process of linking Illinois' state test (IAR) and Star Reading and Star Math scaled scores. The full report is available online: <https://docs.renaissance.com/R53568>.

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 intent of this study was to determine if keeping students engaged with voluntary reading over the summer using myON would prevent the "summer slide" - the tendency of students' reading achievement to decline during the time they are not in school, and are generally not academically engaged. The study involved 280 students who had recently completed grades 2 and 3, most of whom were from low-income families and thus most vulnerable to summer learning loss. It concluded that myON had a significant positive effect on the students' performance on the Aimsweb literacy measures over the summer, in contrast with a comparison group that did not use myON. Students using myON experienced increases in independent reading levels, and there was a positive correlation between the intensity of myON use (number of books read and amount of time spent in the program) with reading achievement gains. Citation: Rodgers, D. M. (2016). A study of the use of technology to prevent summer reading loss (Doctoral dissertation, University of St. Francis). The full study is avialble online: <https://www.proquest.com/docview/1853474952?pq-origsite=gscholar&fromopenview=true&sourcetype=Dissertations%20&%20Theses>.

DETAILS: Location: Chicago, Illinois; Design: Independent, experimental; Sample: 344 students and 19 teachers in 3 elementary schools; Measure: Star Reading; Duration: 1 school year. RESULTS: Teachers in grades one through four at three urban elementary schools were randomly assigned to use Accelerated Reader in their classes or serve in the control group. Students were pre- and posttested with Star Reading. Students in classes using Accelerated Reader experienced significant gains in reading achievement with a large effect size of d = 0.99. When compared to the control group, the Accelerated Reader group outperformed non-Accelerated Reader students at each grade level. As a whole, the Accelerated Reader group experienced significantly higher gains with moderate effect size of d = 0.38. PLEASE NOTE: the full report: Magnolia Consulting. (2010). A final report for the evaluation of Renaissance's Accelerated Reader program. Charlottesville, VA: Author.(Email research@renaissance.com to request a copy of the full report from the Renaissance Research Department.) The citation for the journal article is Shannon, L. C., Styers, M. K., Wilkerson, S. B., & Peery, E. (2015). Computer-assisted learning in elementary reading: A randomized control trial. Computers in the Schools, 32(1), 20-34.

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: 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: School Profile: 291 students in grades: Pre-K-8; Demographics: Urban, Inner-city, Title I, Mobility: 30.8%, Limited English proficiency: 25.4%, Socioeconomic status: 90.7% low income; Race/Ethnicity: Hispanic or Latino: 80.1%, Asian or Pacific Islander: 0.7%, White: 13.4%, American Indian or Alaska Native: 0.3%, Black/African American: 5.5%. RESULTS: The number of 6th-grade students scoring at or above national norms on the Iowa Test of Basic Skills (ITBS) increased 20 percentage points in 1 year following implementation of Accelerated Reader with best practices. REPORTING EDUCATOR: Marcy LeMaster, teacher. The full report is available online: <https://docs.renaissance.com/R13422>.

DETAILS: School Profile: 276 students in grades 2-3; Demographics: Limited English proficiency: 9%, Free/reduced lunch: 78.5%; Race/Ethnicity: Black/African American: 47.0%, Hispanic or Latino: 12.0%, White: 40.0%, Asian or Pacific Islander: 0.7%. RESULTS: After implementing Accelerated Reader with best practices, 2nd-grade scores on the Iowa Test of Basic Skills (ITBS) increased 6 percentile points over 4 years, while the number of 3rd graders meeting or exceeding standards on the Illinois Standards Achievement Test (ISAT) increased by 8% over 3 years. REPORTING EDUCATOR: Pamela K. Preston, principal. The full report is available online: <https://docs.renaissance.com/R12814>.