To develop Pathway to Proficiency reports for Louisiana Star Reading Enterprise and Star Math Enterprise schools, we linked our scaled scores with the scaled scores from Louisiana's achievement test. This technical report details the statistical method behind the process of linking Louisiana's state test (LEAP 2025) and Star Reading and Star Math scaled scores. The full report is available online: <https://docs.renaissance.com/R44666>.

To develop Pathway to Proficiency reports for Oklahoma Star Reading Enterprise and Star Math Enterprise schools, we linked our scaled scores with the scaled scores from Oklahoma's achievement test. This technical report details the statistical method behind the process of linking Oklahoma's state test (OSTP) and Star Reading and Star Math scaled scores. The full report is available online: <https://docs.renaissance.com/R53774>.

From the abstract: "The impetus for this study was to determine how Accelerated Reader influences the reading attitudes of fourth grade students of varied reading proficiencies who had been exposed to Accelerated Reader since kindergarten. Interested in students' attitudes and motivation toward reading, I examined fourth grade students' reading motivation among two award winning Blue Ribbon Schools in East Tennessee, one of which used Accelerated Reader as the pathway to literacy success while the other did not. Comparisons between the two schools were made in order to determine if there were differences in students' attitudes and motivation toward reading. This explanatory mixed methods study incorporated both quantitative and qualitative research methods. Data were generated through the Motivation to Read Profile-Revised survey and semistructured individual interviews. The quantitative results indicated that in relation to the overall MRP-R survey, there were no statistically significant differences between students who participate in Accelerated Reader and those who do not. There was not a statistical difference between the AR school and the school without AR regarding survey questions aligned to selfconcept. There was a significant difference found on the subcategory of value of reading among the two schools. The AR school produced higher scores on the survey questions aligned to value of reading.After the initial quantitative analysis was conducted, interview questions were formulated to delve more deeply into these findings. When incorporating Explanatory Sequential Models, the qualitative phase follows the quantitative analysis to more fully elucidate the narrative behind the numbers generated. The results obtained from these differing methods of research produced findings that were sometimes contradictory. These contradictions were discovered through the semi-structured interview questions that were intended to further explicate the quantitative findings."Citation: Boone, L. S. (2017). Agony or ecstasy: A mixed methods study of the Accelerated Reader program and students' attitudes toward reading [Doctoral dissertation, University of Tennessee].The full report is available online: <https://trace.tennessee.edu/cgi/viewcontent.cgi?article=5696&context=utk_graddiss>.

From the abstract: "Measuring the implementation fidelity (IF) or integrity of interventions is extremely important, since without it a positive or negative outcome cannot be interpreted. However, IF is actually measured relatively rarely. Direct and indirect methods of measurement have been used in the past, but tend to over-emphasize teacher behaviour. This paper focuses on student behaviour collated through computers - an interesting alternative. It deals with the reading of real books and reading achievement, for which variables a very large amount of computerised data was available on 852,295 students in 3243 schools. Reading achievement was measured pre-post with STAR Reading, a computerised itembanked adaptive norm-referenced test of reading comprehension. IF came from the Accelerated Reader (AR), which measures understanding of independent reading of real books the student has chosen by a quiz. Results showed higher IF was related to higher achievement. Neither IF nor reading achievement related to socio-economic status. Primary (elementary) schools had higher IF and achievement than secondary (high) schools. Females had higher IF and achievement than males. Students of higher reading ability implemented AR at a higher level, but did not gain in reading at a higher level. However, this computerised method of measuring IF with book reading showed limited reliability, no greater than methods emphasising teacher behaviour. In future, IF measures emphasising student response and those emphasising teacher behaviour need to be blended, although the latter will never generate the sample size of the former. This may be true of implementation fidelity in areas other than book reading."Citation: Topping, K. J. (2018). Implementation fidelity in computerised assessment of book reading. Computers & Education, 116, 176-190.

From the Executive Summary: "The goal of the Multidimensional Item Response Theory (MIRT) project for Renaissance is to increase the diagnostic reporting capacity for Renaissance assessments. The proposed methodology for meeting this goal was to evaluate the dimensionality of Renaissance Star items with respect to the learning progressions in math and reading. The learning progressions create testable hypotheses about the dimensional structure of the Star assessment items. This dimensionality was evaluated via MIRT models implied by the interrelated Skill Areas suggested by the learning progressions. Multidimensionality in the data was previously established by examining residual correlations from unidimensional Item Response Theory (IRT) calibrations of data. These residual correlations suggested that significant dimensionality was present in the data. After multidimensionality had been established, bi-factor MIRT models suggested by the Skill Area coding of items were fit to the data. These MIRT models showed significant improvement in model-data fit, thus validating the dimensionality hypotheses. Lastly, separate calibrations of items at different grade levels were linked to a common metric. This allows administration of items from across grade levels while still being able to produce scores on a constant scale. This report summarizes analyses for math and reading, gives insight into the meaning of Skill Areas, and demonstrates the added value of using MIRT for scaling."AUTHOR: William P. SkorupskiThe report is available online: <https://docs.renaissance.com/R61428>.

Going Deeper summarizes cognitive and educational research on the importance of practice in both reading and math, the role of practice in new college- and career-readiness standards, what effective practice looks like, and how educators and parents can get kids engaged. The full report is available online: <https://docs.renaissance.com/R54160>.

The Renaissance mastery model automates the tracking and reporting of student data from a wide variety of sources, and converts that data into a unified measure of mastery, helping teachers make timely and informed decisions about all students' learning. This paper explains the research supporting this model, how mastery is calculated, as well as what the confidence indicator is and how it works. Paper is now updated to explain Multidimensional Item Response Theory (MIRT) and the Open Growth Score (OGS). The full report is available online: <https://docs.renaissance.com/R60385>.

From the abstract: "There are concerns that too many young people, from disadvantaged backgrounds, are moving into secondary education in the UK, and elsewhere, without the necessary literacy skills to make progress with the wider secondary school curriculum. A large number of interventions have been proposed to reduce this poverty gradient. This paper summarises the evidence from randomised controlled trials of seven popular interventions, giving a different comparative perspective to individual reports, and permitting more detail than a wider review. Of these, it shows that Switch-on Reading (Reading Recovery) and Accelerated Reader, for example, are currently the most promising. And that summer schools and the use of generic literacy software are the least successful and may even harm pupil progress. The way in which the evidence is assessed in this paper suggests a way forward for practitioners and policy-makers navigating the evidence in their areas of interest. There is also evidence that practitioners should be able to conduct robust evaluations of their own with only minimal support, which could lead to a revolution in school improvement. The combined results suggest that 'soft' evaluations may be worse than just a waste of time and money, and that theoretical explanations might appear satisfying to readers but are largely unnecessary when assessing 'what works' in education."Purchasing information is available online: <http://dx.doi.org/10.1080/02671522.2016.1225811>.Gorard, S., Siddiqui, N., & See, B. H. (2017). What works and what fails? Evidence from seven popular literacy 'catch-up' schemes for the transition to secondary school in England. Research Papers in Education, 32(5), 626-648.

This 2017 UK linking study of Star Reading and Star Maths outcomes against Key Stage 2 Standardised Attainment Tests (SATs) results.The report is available online: <https://docs.renaissance.com/R61342>.

From the abstract: "Computer adaptive assessments were used to monitor the academic status and growth of students with emotional behavior disorders (EBD) in reading (N = 321) and math (N = 322) in a regional service center serving 56 school districts. A cohort sequential model was used to compare that performance to the status and growth of a national user base of more than 7,500,000 students without disabilities. Consistent with numerous previous findings, status or level of performance of students with EBD was consistently low relative to their nondisabled peers. However, for the most part the students with significant EBD demonstrated rates of growth similar to the nationwide sample of nondisabled peers. There was considerable variability in the academic growth of students across grades and between treatment programs, and this variability is described and discussed. Implications for policy and practice in student progress monitoring and teacher evaluation systems are discussed." Citation: Ysseldyke, J., Scerra, C., Stickney, E., Beckler, A., Dituri, J., & Ellis, K. (2017). Academic growth expectations for students with emotional and behavior disorders. Psychology in the Schools, 54(8), 792-807.

To develop Pathway to Proficiency reports for Georgia Star Reading Enterprise and Star Math Enterprise schools, we linked our scaled scores with the scaled scores from Georgia's achievement test. This technical report details the statistical method behind the process of linking Georgia's state test (Georgia Milestones) and Star Reading and Star Math scaled scores. The full report is available online: <https://docs.renaissance.com/R45876>.

To develop Pathway to Proficiency reports for Maine Star Reading and Star Math Enterprise schools, we linked our scaled scores with the scaled scores from the Maine achievement test. This technical report details the statistical method behind the process of linking Maine Educational Assessment (MEA) and Star Reading and Star Math scaled scores. The full report is available online: <https://docs.renaissance.com/R58548>.

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.