To develop Pathway to Proficiency reports for Tennessee Star Reading and Star Math schools, we linked our scaled scores with the scaled scores from Tennessee's achievement test. This technical report details the statistical method behind the process of linking Tennessee's state test (TCAP) and Star Reading and Star Math scaled scores. The full report is available online: <https://docs.renaissance.com/R52834>.

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>.

From the abstract: "The purpose of this study was to determine if a difference existed between TCAP scores of students who used the Accelerated Reader (AR) program and students who used Sustained Silent Reading strategy (SSR) as measured by the Tennessee Comprehensive Assessment Program (TCAP). The variables of grade level (6th, 7th, and 8th), gender, and socioeconomic status (free- or reduced- price meals program) were considered. The population consisted of 108 6th graders who attended a Cocke County school or a McMinn County school in Tennessee. Data were obtained from the TCAP for 3 consecutive years beginning in 2004-2005 for students who completed the tests all 3 years. A t test for independent samples and analysis of variance (ANOVA) were used to determine if there was a difference on associations and interactions between variables.The researcher's investigation of the reading achievement of students who used Accelerated Reader and those who used Sustained Silent Reading should assist educators in planning for supplemental reading instruction. The information gathered from this research might be beneficial to other school systems when determining which method of reading instruction to use to increase students' reading achievement.The findings indicated the students who used the Accelerated Reader program had an increase in reading-language arts scale scores for 3 consecutive years. The findings of this study also revealed that gender had no significance on student achievement for 6th graders. The findings did indicate a significant interaction between gender and type of program used during 7th and 8th grades. Females who used the Accelerated Reader program outscored males who used the program. The findings of this study also determined that socioeconomic status had no association with TCAP scores during the 6th, 7th, or 8th grades." AUTHOR: J. Brown. The full report is available online: <https://dc.etsu.edu/cgi/viewcontent.cgi?article=3256&context=etd>.

DETAILS: Location: KY, AZ, CA, MS, SC, AR, CO, GA, NV, NM, and TN; Design: Independent, correlational; Sample: 47 local model literacy initiative programs; Measure: Star Reading; Duration: 1 school year. RESULTS: During the 2005-2006 school year, Save the Children supported several local programs in its model literacy initiative. Twenty of the sites operated for the first time that year, while 15 began operation in the spring of the 2004-2005 school year, and the remaining 12 began during the 2003-2004 school year. Services at the sites included delivery of integrated in-school, after-school, and summer-school literacy activities 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 2005-06. During the 2005-06 school year, the proportion of participants reading at a level appropriate for their grade level or above increased. On the initial Star Reading test, 21.8% 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 27.3% were reading at grade level. The average pre-post change in Star Reading scores was 3.9 NCEs, which was statistically significant. Report available online: <https://files.eric.ed.gov/fulltext/ED498796.pdf>.

DETAILS: Design: Quasi-experimental; Sample: All schools in the Tennessee Value-Added Assessment System (TVAAS) database during the 1995-1996 school year. RESULTS: Statistically significant results indicated that Accelerated Reader schools performed better than non-Accelerated Reader schools in reading, language arts, math, science, and social studies. Transition schools performed better than non-Accelerated Reader schools, but not as well as fully implementing Accelerated Reader schools. Email research@renaissance.com to request a copy of this study from the Renaissance Research Department.

DETAILS: Location: Tennessee; Design: Independent, quasi-experimental, peer-reviewed; Sample: 62,739 students in grades 2-8; Measures: Accelerated Reader, Tennessee Value-Added Assessment System (TVAAS); Duration: 1 school year. RESULTS: This study showed that both student reading volume and percent correct on Accelerated Reader quizzes had a positive impact on teacher effectiveness as measured by TVAAS. In particular, the best practice recommendations of 85% correct and reading within the zone of proximal development (ZPD) were confirmed. Furthermore, teachers completing best practices training were significantly more effective than control teachers who had not completed training. This study supports the National Reading Panels recommendation that teachers need to be actively involved in the process of reading development, and it shows that Accelerated Reader is useful in this process. PLEASE NOTE: The Summary of this peer-reviewed journal article: Topping, K. J., & Sanders, W. L. (2000). Teacher effectiveness and computer assessment of reading: Relating value-added and learning information systems data. School Effectiveness and School Improvement, 11(3), 305-337 is available online: <https://docs.renaissance.com/R15381>. For a copy of the Full Article, email the Renaissance Research Department: research@renaissance.com.

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>.