Political and technical debates about using student achievement data in evaluating teacher performance have shifted from whether to how. There is general agreement that multiple measures should be used, but in practice, virtually all systems discussed so far depend on one data source: annual summative state tests. In this paper, we suggest that assessment systems already in place in most school systems have the potential, if used appropriately, to supply additional estimates of teacher, principal, and school impact on student learning. "Short-cycle interim assessments"---such as Star Early Literacy, Star Reading, and Star Math---can deliver additional insights with relatively little cost or delay. Equally important, they can do so while continuing to serve the broader goal for which they are primarily intended: helping to improve educator effectiveness and advance student learning. AUTHOR: Michael H. Baum. The policy brief is available online: <https://docs.renaissance.com/R53142>.

DETAILS: Location: Florida; Design: Independent, realibility and validity research; Sample: 1,077 students in Grade 6, 7, and 8; Measure: Star Reading, Scholastic Reading Inventory-Interactive, and Florida Comprehensive Assessment Test; Duration: 4 months.RESULTS: This peer-reviewed journal article from Bob Algozzine, Chuang Wang, and Anatoli Boukhtiarov at the University of North Carolina at Charlotte examined the extent to which an interim progress monitoring assessment in reading (Star Reading) could predict later performance on a high-stakes test (Florida Comprehensive Assessment Test). Star Reading was found to be a good predictor of FCAT. CITATION: Algozzine, B., Wang, C., & Boukhtiarov, A. (2011). A comparison of progress monitoring scores and end-of-grade achievement. New Waves-Educational Research & Development, 14(1), 3-21. The Full Article is available online: <http://www.viethconsulting.com/members/publication/new_waves_article.php?aid=19290171>

NCRTI finds that Star Early Literacy, Star Reading, and Star Math are high quality general outcome measures for progress monitoring tools. The Full Reviews are available online: <https://web.archive.org/web/20120813035500/http:/www.rti4success.org/pdf/progressMonitoringGOM.pdf>.

NCRTI finds that Star Early Literacy, Star Reading, and Star Math are high quality general outcome measures for progress monitoring tools. The Full Reviews are available online: <https://web.archive.org/web/20120813035500/http:/www.rti4success.org/pdf/progressMonitoringGOM.pdf>.

NCRTI finds that Star Early Literacy, Star Reading, and Star Math are high quality general outcome measures for progress monitoring tools. The Full Reviews are available online: <https://web.archive.org/web/20120813035500/http:/www.rti4success.org/pdf/progressMonitoringGOM.pdf>.

Today's students are digital natives, they want their learning to be personalized similar to their world around them. Personalized reading puts the student at the center of the learning environment, because it is based on students' interests and preferences, takes into account students' level of ability, and accommodates students' individual learning styles and strengths. The report is available online: <https://docs.renaissance.com/R63034>.

Traditionally, critical thinking was thought of as a set of skills to be taught. However, more recent research suggests that it is a natural capacity to be exercised and strengthened; thought-provoking and challenging experiences facilitate the development of higher-order thinking skills. Encouraging reading practice at the appropriate level is one of the most powerful activities teachers can use to provide such experiences and foster critical thinking in their students. The full report is available online: <https://docs.renaissance.com/R11839>.

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>.

This case study details the reading achievement growth the Cleveland Metropolitan School District (CMSD) attributes to the district's use of Accelerated Reader. Since districtwide implementation of Accelerated Reader in Cleveland during the 2008-09 school year, the percent of students scoring Proficient on the Ohio Achievement Assessments (OAA) has been on the rise, and a closer look at the data shows students who used Accelerated Reader saw their scaled score points improve an average of 0.13 points for every book read, 0.57 points for every additional minute of daily engaged reading time (ERT), and 0.66 points for every additional average percent correct (APC). Also included are powerful quotes from the educators using Accelerated Reader. REPORTING EDUCATOR: Eric Gordon, Chief Academic Officer. The report is available online: <https://docs.renaissance.com/R45891>.

DETAILS: Location: AL, TX, OK, KS, NV, NC, OH, and PA; Design: Independent, assessment research; Sample: Staff from 12 schools in 8 states; Measures: Direct costs, opportunity costs. RESULTS: Christensen Associates conducted a study to determine the true costs associated with widely used early literacy, reading, and mathematics assessments: Star Early Literacy, Star Reading, Star Math, Dynamic Indicators of Basic Early Literacy Skills (DIBELS), Wireless Generation mCLASS DIBELS, AIMSweb, and the Texas Primary Reading Inventory (TPRI). The researchers interviewed staff from 12 schools in 8 states to calculate the average costs of using the tests. Two types of costs were measured: direct costs (the price of testing materials, licensing fees, and/or fees for access to scoring and reporting services), and opportunity costs (time to administer, score, and report results; time that could be spent on instruction if testing was not taking place). The results confirmed, both in terms of direct costs and opportunity costs, that Star Early Literacy, Star Reading, and Star Math, computer-adaptive assessments, are much more cost effective than DIBELS, other assessments; ranging from approximately one-half the cost of AIMSweb and about one-sixth the cost of paper TPRI. AUTHOR: Laurits R. Christensen Associates.Email research@renaissance.com to request a copy of this study or summary from the Renaissance Research Department.

This paper was written by writing expert Steve Graham, Currey Ingram Professor of Special Education and Literacy in the Peabody College at Vanderbilt University. In it, he discusses the benefits of word processing for both struggling and developing writers, and includes four recommendations for setting the stage for success with word processing. The full report is available online: <https://docs.renaissance.com/R42156>.

From the abstract: "This study was needed to determine if the Accelerated Reader (AR) program made a positive impact in schools, which were attempting to increase student achievement in reading. The purpose of this study was to determine if students who received reading instruction supplemented with the AR Program achieved higher reading scores as measured by the Mississippi Curriculum Test (MCT) than students who were instructed using only traditional basal reader textbooks. 6 school districts were selected to participate in this study. There were 1,111 3rd-5th grade students in the 6 districts between the years 2004 and 2007. Of those 1,111 students, 248 students met the criteria to be included in this study. Therefore, 248 students' reading scores were analyzed for this study. The findings of the study revealed that AR had a positive impact on students' MCT reading scores. There were no significant differences, however, between the reading scores in the three years 2004, 2005, and 2006 of AR students (male or female) and the reading scores of the Non-AR (NAR) students (male or female). There were no significant differences between the reading scores in the three years 2005, 2006, and 2007 of the AR students and the reading scores of the NAR students (male or female). This study was needed to determine if the AR program was beneficial to schools, which were attempting to increase student achievement in reading. The findings of this study may be used to help administrators and schools evaluate the usefulness and money spent on AR. While no significant differences were shown, the results did show that the AR students' scores were higher than the NAR students on the MCT reading."Citation: Brown, K. L. (2010). The impact of Accelerated Reader (AR) program on students' MCT reading scores (3432203) [Doctoral dissertation, Mississippi State University]. ProQuest Dissertations and Theses.The full report is available online: <https://scholarsjunction.msstate.edu/cgi/viewcontent.cgi?article=5486&context=td>.

From the report: "This study was designed to compare the changes in performance on the Star Reading assessment of students participating in the Save the Children literacy program during the 2009-10 school year to changes among nonparticipating students in the same schools. For this analysis, scores were obtained from 18 elementary schools across the country. These schools were selected because both participating and nonparticipating students used Renaissance's Accelerated Reader and Star Reading software during the school day and because there were sufficient numbers of students in the participant and nonparticipating groups (at least 20 students in each group) at all 18 schools. Participants received Save the Children Developing Reader programming as described previously, including GIRP, fluency building, and read-aloud, while nonparticipants did not. Star Reading assessment scores and data on AR quiz performance were collected and analyzed for both groups of students." Among the key findings are that the participants had greater NCE gains, a greater increase in the percent of students reading at grade level, read more books, and performed better on AR activities than did matched nonparticipants. AUTHORS: Rebecca A. Romash, Richard N. White, and Elizabeth R. Reisner. Report available online: <https://docs.renaissance.com/R53346>