From the abstract: "Flocabulary contracted with LearnPlatform by Instructure (LearnPlatform), a third-party edtech research company, to examine the impact of Flocabulary usage on learning outcomes. LearnPlatform designed the study to satisfy Level II requirements (Moderate Evidence) according to Every Student Succeeds Act (ESSA)."The full study is available online: <https://docs.renaissance.com/R68502>.

To develop Pathway to Proficiency reports for Washington 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/R45817>.

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 first administration of the Smarter Balanced summative assessments in the spring of 2015 provided new data and renewed interest about how district formative assessments and academic achievement indicators are related to the new summative assessments. Nine school districts in Washington combined data, analytic expertise, and their impressions to explore this topic at a special session of the December 2015 WERA conference. Assessments explored included Measurements of Student Progress (MSP), Star Assessments, Scholastic Reading Inventory (SRI), Fountas & Pinnell Benchmark Assessment System, in addition to the secondary grade point average (GPA). This paper summarizes the analyses, thoughts, and ideas for further exploration that were presented at the conference. An appendix examines the relationship between the Smarter Balanced and NWEA MAP assessments." Citation: Lagerquist, B. (2016). Making sense of Smarter Balanced Assessment results for district staff: Summary of the December 2015 WERA Pre-Conference. The WERA Educational Journal, 8(2), 3-13.

From the abstract: "As long as American public school students continue to take tests, those in the field of educational measurement who develop and use tests are exhorted to uphold high standards of practice. For testing experts working in public school districts, this means being very clear about the purposes of various assessments and then being able to describe and produce evidence of validity for those purposes. This paper considers challenges to the validity of the Star (Star Math and Star Reading) and Smarter Balanced assessments on the grounds of content and anomalies in administration. It then examines correlations between the test scores as evidence of validity. The results show strong correlations." Citation: Monpas-Huber, J. B. (2015). Just pressing buttons? Validity evidence for the STAR and Smarter Balanced Summative Assessments. The WERA Educational Journal, 8(1), 39-44.The full article is available online: <https://jackbhuber.files.wordpress.com/2020/04/just-pressing-buttons.pdf>.

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>.

This study sought to find out if there was a correlation between the Spring 2008 Star Math scores and Spring 2008 WASL math scores. A significant correlation between the WASL math test and the Star math assessment was found (r=.67).Citation: Reibel, T. (2009). Exploring the correlation between the Star Math test and the WASL Math Assessment at Wishkah Elementary (Unpublished master's project). Heritage University, Toppenish, WA.The full report is available online: <https://myheritage.heritage.edu/ICS/icsfs/Reibel_Tove_2009.pdf?target=36099166-45b8-4f59-80f4-6416de5148ad>.

From the abstract: "The purpose of the present study was to determine whether a correlation existed between ELL student's success on the Renaissance's Star Reading test, and their success on the reading portion of the WASL. To accomplish this purpose, a review of selected literature was conducted, essential baseline data and information was obtained and analyzed, and related conclusions and recommendations were formulated. Data analyzed supported the hypothesis that there was a positive relationship between spring, 2008 Star Reading scores and spring, 2008 WASL reading scores of 3rd grade MES students at .05 and .01. The hypothesis was not supported at .001." The full report is available online: <https://web.archive.org/web/20170810031506/http://www.heritage.edu/library/mastersprojects/Cyr_Lisa_M_2009.pdf>.Citation: Cyr, L. M. (2009). A correlational study of the relationship of ELL student success on Star and WASL reading tests of 3rd grade ELL students at McClure Elementary School Yakima Washington (Unpublished master's project). Heritage University, Toppenish, WA.

DETAILS: School Profile: 640 students in grades K-6; Demographics: Rural, Free/reduced lunch: 58%; Special education: 17%, Transitional bilingual: 17%; Race/Ethnicity: American Indian/Alaska Native: 3%, Asian/Pacific Islander: 19%, Black/African American: 17%, Hispanic/Latino: 24%, White: 37%; Measure: Washington Assessment of Student Learning (WASL); Duration: 1997-2004. RESULTS: This school adopted Accelerated Reader in 1995, Star Reading in 1996, Accelerated Math in 1997, and later added Star Early Literacy. Educators at Neely-Obrian implemented these progress-monitoring tools during an extended, after-school learning program. As part of their implementation, they received professional development training from Renaissance, incorporated best practices, added an extensive Accelerated Reader library to each classroom, and partnered with the city library. From the 1997-1998 school year to the 2003-2004 school year, the percentage of students meeting or exceeding state standards doubled in reading and more than tripled in math. In addition, student behavior improved, and parent/community involvement and approval increased. REPORTING EDUCATOR: John Eads, instructional technology specialist. The full report is available online: <https://docs.renaissance.com/R35463>.

This School Library Journal article from 2001 explains how the success of Accelerated Reader in the special education classrooms at a Washington high school led to schoolwide implementation of the software, resulting in greater student achievement and motivation to read. AUTHOR: J. Anderson. This article is available online: <http://www.slj.com/2001/07/students/what-works-a-skeptic-is-sold/>.

DETAILS: School Profile: 587 students in grades 4-6; Demographics: Rural, Title I, Free/reduced lunch: 43%, Mobility: 31%; Race/Ethnicity: Hispanic or Latino: 21%, Asian or Pacific Islander: 1%, American Indian or Alaska Native: 1%, White: 76%. RESULTS: The number of 4th graders meeting the state standard on the Washingtom Assessment of Student Learning (WASL) increased by nearly 10% after 1 year of Accelerated Reader with best practices implementation. REPORTING EDUCATORS: Tom Wyman, principal; Mary E. Stevens, assistant principal/Title I coordinator. The full report is available online: <https://docs.renaissance.com/R40699>.

RESULTS: After implementing Accelerated Reader, reading achievement increased at 24 elementary, middle, and high schools in 9 Washington districts. AUTHOR: Lois Stiegemeier. The full report is available online: <https://files.eric.ed.gov/fulltext/ED462965.pdff>.