The National Center on Intensive Intervention (NCII) finds that Star Reading and Star Math are high quality general outcome measures for progress monitoring tools. The Full Reviews are available online: <https://charts.intensiveintervention.org/aprogressmonitoring>.

The National Center on Intensive Intervention (NCII) finds that Star Reading and Star Math are high quality acadmeic progress monitoring tools. The Full Reviews are available online: <https://charts.intensiveintervention.org/aprogressmonitoring>.

From the abstract: "In recent years, there has been a proliferation of 'rapid naming' tasks intended for use in early educational screening of reading and other difficulties, including exhibiting characteristics of dyslexia. One widely used measure is the Arkansas Rapid Naming Screener, which asks students to rapidly name sets of colors presented in random order. Despite the measure's widespread use, there is no publicly available psychometric evaluation of this assessment. In this study, we evaluate the psychometric properties of the Arkansas Rapid Automatic Naming Screener and compare it to an alternative rapid picture naming screener, which asks students to correctly name as many well-known and randomly sequenced pictures as they can in one minute. Results suggest that each measure exhibited appropriate psychometric evidence to support their use. However, the typical scoring strategy for the Arkansas Rapid Naming Screener of recording the time a student takes to complete the assessments was shown to produce a form of censored data, and to have lower reliability and concurrent validity with other curriculum-based measures compared to reporting correct per minute scores. Additional analyses suggested that the two rapid naming screeners should not be used in isolation to identify students as being at risk for dyslexia, and that the percentages of students classified as being at risk decreased as more CBMs measures were used. The study concludes with discussion of what results mean for those who want to employ rapid automatic naming measures as part of screening students for characteristics of dyslexia."Citation: Wyse, A. E., & McConnell, S. R. (2021, June). A comparison of Rapid Picture and Rapid Color Naming screeners [Paper presentation]. 2021 Annual Meeting of the National Council on Measurement in Education: Bridging Research and Practice.

"This ad hoc report presents a brief headline summary of the Education Policy Institute and Renaissance Learning's third assessment of the learning loss experienced by pupils in England as a result of the coronavirus (COVID-19) pandemic. It is based on assessment data from Renaissance Learning's Star Reading and Star Maths in the spring term of the 2020/21 academic year. These data have been linked with data held by the Department for Education in the National Pupil Database, enabling us to control for a range of pupil characteristics. This is the first time we have analysed assessments undertaken in the spring term 2020/21 and represents an initial assessment of whether pupils lost learning as a result of the national lockdown at the beginning of 2021. In this report we present estimates of learning loss for pupils in primary schools (covering year groups 3-6). Further breakdowns by pupil characteristics and estimates for pupils in secondary schools will be presented in a subsequent full report." The Full Report is available online: <https://assets.publishing.service.gov.uk/media/6239cbf08fa8f540f127aaae/Understanding_Progress_in_the_2020_21_Academic_Year_Initial_findings_from_the_spring_term.pdf>.

"This report presents the Education Policy Institute and Renaissance Learning's second assessment of the learning loss experienced by pupils in England as a result of the coronavirus (COVID-19) pandemic. It is based on assessment data from Renaissance Learning's Star Reading and Star Maths. Star Assessments are computer-adaptive in nature adapt to the individual, providing an assessment that identifies gaps in learning from the entirety of the curriculum independent of their current year group. Star assessments are also standardised to take account of the pupil's age in years and months.This data has been linked with data held by the Department for Education in the National Pupil Database which has enabled us to carry out analysis by pupil characteristics (such as eligibility for free school meals, and pupil ethnicity) for the first time. In addition, this is the first time we have carried out analysis of assessments carried out in the second half of the autumn term in 2020/21 which enables us to carry out an initial assessment of whether pupils started to make up for the 'lost learning' that we identified in our first report." The Full Report is available online: <https://assets.publishing.service.gov.uk/media/6239cbcdd3bf7f6ab868f314/Understanding_Progress_in_the_2020_21_Academic_Year_Complete_findings_from_the_Autumn_term_June2021.pdf>.

Lalilo has recently received Digital Promise's Research-Based Design product certification. This certification is intended to serve as a reliable signal for consumers, including school administrators, educators, and families, looking for evidence of educational technology (edtech) products that are based in research about learning. Renaissance submitted evidence confirming a link between research on how students learn and Lalilo's design.The certification is available online: <https://productcertifications.digitalpromise.org/research-based-certified-products/>.

This is a quick-reference list of the key research supporting Star Reading and is available online: <https://docs.renaissance.com/R33567>.

This is a quick-reference list of the key research supporting Star Early Literacy and is available online: <https://docs.renaissance.com/R33566>.

This is a quick-reference list of the key research supporting Star Math and is available online: <https://docs.renaissance.com/R33640>

This white paper contains the research foundation for Lalilo. The Full Report is available online: <https://docs.renaissance.com/R63394>.

From the abstract: "From January to June 2020, we conducted a randomized controlled efficacy study of the Lalilo software on learning to read. The results suggest a positive impact of using Lalilo in the classroom and then at home when schools closed. These results are encouraging for Lalilo and suggest that use in the context of pedagogical continuity has a positive impact on literacy skills. Here we present our methodology and discuss the limitations of this study."The Full Report is available online: <https://docs.renaissance.com/R63386>.

How Kids Are Performing: Tracking the Midyear Impact of COVID-19 on Reading and Mathematics Achievement: Winter 2020-2021 Edition examines how students are performing at the midway point of the 2020-2021 school year. Based on insights from millions of student assessments, the report explores key questions, including: 1. How are students growing during the first half of the 2020-2021 school year compared with typical school-year growth? 2. How much is the pandemic impacting student performance as of the middle of the 2020-2021 school year? 3. Are we gaining ground? How do the winter pandemic achievement impacts compare to fall? The full report is available online: <https://renaissance.widen.net/s/zvq8rnrp9t/r63370>.

FastBridge earlyMath Match Quantity has been rated highly by the National Center on Intensive Intervention (NCII) as academic progress monitoring assessment. The Full Review is available online: <https://charts.intensiveintervention.org/aprogressmonitoring>.