From the abstract: "Little research has been conducted to assess the validity of computer-based instruments used to access reading progress in the classroom. The current study evaluates the ability of the Star Reading program to predict subtest scores on the WJ IV ACH. Star Reading assessment was able to predict performace below the tenth percentile on reading subtest of the WJ IV ACH. The study provides a model for school psychologist to evaluate the computer-based asessments used in their schools."Citation: Stroebel, S. S., Jennings, R. L., Lucas-Adkins, C., & Basford, A. (2019, February). Evaluating the predictive validity of the STAR Reading program. Poster session presented at the National Association of School Psychologists Annual Convention, Atlanta, GA.

To develop Pathway to Proficiency reports for West Virginia Star Reading and Star Math Enterprise 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/R53883>.

DETAILS: Location: KY, AZ, CA, MS, SC, AR, CO, NV, NM, LA, AL, WV, and TN; Design: Independent, correlational; Sample: 140 local model literacy initiative programs; Measure: Star Reading, Star Early Literacy; Duration: 1 school year. RESULTS: During the 2010-11 school year, Save the Children supported several local programs in its model literacy initiative. Services at the 140 sites included the delivery of integrated in-school and afterschool literacy activities for children 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 2010-11. During the 2010-11 school year, the proportion of participants reading at a level appropriate for their grade level or above increased. On the initial Star Reading test, 12% 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 29% were reading at grade level. The average pre-post change in Star Reading scores was 8.2 NCEs, which was statistically significant. AUTHORS: Richard N. White, Andrea S. Palmiter, Beth Sinclair, and Elizabeth R. Reisner. Report available online: <https://docs.renaissance.com/R61745>

DETAILS: Quasi-experimental. RESULTS: This comparison of Star Reading test scores from 2 third-grade classes revealed the positive impact Accelerated Reader had on reading achievement. The class using the software demonstrated a 17% increase in its mean score, whereas the control group experienced a 9% increase. AUTHOR: N.E. Facemire. Report available online: <https://files.eric.ed.gov/fulltext/ED442097.pdf>.