This large Freckle for Math study involved more than 250,000 students from Grades 3-5 and examined Freckle for Math usage and growth in general math ability (Star Student Growth Percentile) over the fall-to-spring period in the 2022-2023 school year. Students in grades 3-5 who used Freckle for Math at or above recommended levels experienced significantly greater growth than students using the program below recommended levels or not at all, particularly if the recommended usage spanned a larger portion of the school year. Using Freckle for Math at or above recommended usage levels promoted significantly greater growth among students in different educational settings (e.g., urban/suburban/rural, economically disadvantaged school classified as Title I), and among students using the program in small groups and large groups. Using Freckle for Math at or above recommended usage levels also promoted significantly greater growth for students of differing characteristics, including at risk students who struggle with math and English Language Learners.The full study is available online: <https://docs.renaissance.com/R67897>.

This technical report details the statistical method behind the process of linking Texas' state test (STAAR Spanish) and Star Reading Spanish and Star Math Spanish Unified Scale Scores.The Full Report is available online: <https://docs.renaissance.com/R62044>.

To develop Pathway to Proficiency reports for Texas Star Reading and Star Math schools, we linked our scaled scores with the scaled scores from Texas' achievement test. This technical report details the statistical method behind the process of linking Texas' state test (STAAR) and Star Reading and Star Math scaled scores. The full report is available online: <https://docs.renaissance.com/R45735>.

From the abstract: "Nearpod contracted with LearnPlatform by Instructure, a third-party edtech research company, to examine whether usage of Nearpod was associated with improved outcomes for students during the 2021-22 school year in a large urban district. LearnPlatform designed the study to satisfy Level III requirements (Promising Evidence) according to the Every Student Succeeds Act (ESSA, 2015; USDE, 2016)."The study is available online: <https://docs.renaissance.com/R67132>.

Many traditional screening measures (CBM) offer only moderate levels of accuracy, necessitating the use of multiple administrations or slopes to inform screening and placement decisions. This study examined the validity and diagnostic accuracy of a computer adaptive test, Star Reading, as a screener to identify state achievement test performance for 1,696 third through fifth graders. It concluded that single time point administrations of Star Reading were strongly related to the state outcome measure within year; using data from multiple administrations (slopes) did not offer a significant improvement over single data points. The authors conclude that Star Reading can work as an appropriate screening measure particularly in the upper elementary grades, when traditional CBMs tend to demonstrate decreased accuracy. Citation: Ochs, S., Keller-Margulis, M. A., Santi, K. L., & Jones, J. H. (2020). Long-term validity and diagnostic accuracy of a reading computer-adaptive test. Assessment for Effective Intervention, 45(3), 210-225. The full report is available online: <https://www.researchgate.net/publication/330989228_Long-term_validity_and_diagnostic_accuracy_of_a_reading_computer-adaptive_test>.

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: "Multitiered systems of support depend on screening technology to identify students at risk. The purpose of this study was to examine the use of a computer-adaptive test and latent class growth analysis (LCGA) to identify students at risk in reading with focus on the use of this methodology to characterize student performance in screening. Participants included 3,699 students in Grades 3-5. Three time points of administration (fall,winter, and spring) of the computer-adaptive reading measure were selected. LCGA results indicated 6-7 classes, depending on grade, informed by level and growth in student performance that significantly predicted failure on the statewide test administered at the end of the year. The lowest-performing classes had failure rates above 90% across all grades. The results indicate that identifying homogeneous groups of learners through LCGA may be valuable as an approach to determining students who need additional instruction. Practical implications and future directions are discussed."Citation: Keller-Margulis, M., McQuillin, S. D., Castañeda, J. J., Ochs, S., & Jones, J. H. (2018). Identifying students at risk: An examination of computer-adaptive measures and latent class growth analysis. Journal of Applied School Psychology, 34(1), 18-35.

This technical report details the statistical method behind the process of linking the State of Texas Assessments of Academic Readiness (STAAR) Algebra 1 End of Course (EOC) and Star Math scaled scores.The full report is available online: <https://docs.renaissance.com/R57781>.

The purpose of this study was to examine the validity and diagnostic accuracy of a CAT of reading (Star Reading) as it relates to a statewide, standardized assessment (Texas STAAR). The sample included approximately 1,200 students from grades three through five. Results suggest that Star Reading demonstrated consistently high levels of predictive accuracy across grade levels studied.Citation: Ochs, S., Keller-Margulis, M.A., McQuillin, S., & Jones, J. (2016). The validity and diagnostic accuracy of a computer adaptive test of reading. Research and Practice in the Schools, 4(1), 29-41.The full article is available online: <https://tasp.memberclicks.net/assets/docs/tasp-journal/vol%204%20issue%201%20complete%20issue.pdf>.

Using the results from an earlier study that linked Star Reading and Star Math with the Texas state test (STAAR) (R45735), this document provides the Star Reading and Star Math scores that correspond to the updated Texas STAAR cut scores for various Phases outlined as part of a transition period by the Texas Education Agency (TEA). Using the Star Reading and Star Math cut score equivalents to the final recommended STAAR Level II and Level III cut scores, Renaissance has computed Star Reading and Star Math progress measure scores equivalent to those used for evaluating annual growth on the STAAR assessments. The full report is available online: <https://docs.renaissance.com/R57200>.

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>.

From the Abstract: "The purpose of this study was to investigate the impact of the Accelerated Reader program on elementary students' reading TAKS scores in an urban predominantly Hispanic Title I school. Namely, the study investigated the relationship among the amount of time spent reading, amount of reading, average AR test scores, and students' reaching AR goal in the Accelerated Reader Program, and students' reading achievement, as measured by the state high stakes standardized test, Texas Assessment of Knowledge and Skills (TAKS) test. Archival data contained AR reading records and TAKS reading scores for 300 elementary students in an urban predominantly Hispanic Title I school during 2007- 2008 and 2008-2009 school years was analyzed. A correlation design was utilized for this ex-post facto study to determine if a correlation exists between the reading achievement of the students, as measured by the Texas Assessment of Knowledge and Skill reading tests and the implementation of Accelerated Reader Program as measured by Engaged time in reading, AR points, AR average scores, and AR goal. The results showed there are low to moderate correlation between the Accelerated Reader program's major components AR Engaged Time, AR points, AR average correct, AR goal, and The TAKS reading test. Surprisingly, we found very 1 provocative results; 100% of the students who did not pass TAKS-Reading also did not reach their AR Goal; 100% of the students who reach their AR goals also passed TAKS reading tests." The full report is available online: <http://hdl.handle.net/10657/447>.

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>.