DETAILS: Location: Arizona; Design: Independent, correlational, peer-reviewed; Sample: 239 students in grades 3-6; Measure: Patterns of Adaptive Scale (PALS); Duration: 1 school year. RESULTS: This study examined the effect of Accelerated Reader and best classroom practices on the goal orientations of students at an urban, Title I elementary school. Thirty-six percent of the student body qualified for free or reduced-price lunch, and 24% of the students came from a minority background. Researchers used an adapted version of PALS to measure both the goal orientation of the students, as well as how the students perceived their teachers goal orientations. The results indicated that students using Accelerated Reader were less performance oriented (both performance-approach and performance-avoid) by the end of the year, while mastery goal orientation (learning for the sake of learning) remained consistently high. The researchers also found that students who perceived the goals of their teachers as being performance-approach or -avoid oriented tended to hold similar personal goals. When teachers were perceived as holding mastery-oriented goals, the students tended to be both more mastery oriented and more performance oriented, possibly due to students inability to differentiate between trying to learn and trying to get a high score in response to teacher encouragement to just try. PLEASE NOTE: The Summary of this peer-reviewed journal article: Husman, J., Brem, S., & Duggan, M. A. (2005). Student goal orientation and formative assessment. Academic Exchange Quarterly, 9(3), 355-359. is available online: <https://docs.renaissance.com/R354421>. The Full Article is also available online: <http://www.rapidintellect.com/AEQweb/5oct3047l5.htm>.

Schoolzone works to support teachers by providing pedagogically sound reviews of educational products. Teachers in the United Kingdom are asked to use a tool in their classrooms and then write an in-depth report on their findings. The evaluator found Accelerated Reader to be motivational for students, easy to use, and helpful to teachers in monitoring student reading. AUTHOR: L. Strachan, Schoolzone.

DETAILS: Design: Independent, correlational. RESULTS: This analysis confirms that increased integrity of Accelerated Reader and Accelerated Math implementations, according to Renaissance's best classroom practices, increases the probability that students will attain higher performance levels on state tests in reading and math. Data from 3 large districts in Delaware, Texas (see Nunnery & Ross, 2007, available online: <https://www.proquest.com/openview/88005a34ff3261b276410e2cc64e9da5/1?pq-origsite=gscholar&cbl=10235>), and Mississippi (see Ross & Nunnery, 2005, available online: <https://files.eric.ed.gov/fulltext/ED484275.pdf>.) were analyzed. AUTHOR: Daniel Bolt, PhD. A Summary of this analysis is available online: <https://docs.renaissance.com/R34890>.

DETAILS: Location: Pascagoula and Biloxi, Mississippi; Design: Independent, quasi-experimental; Sample: 10,000 students in grades 3-8, 23 treatment/18 control schools; Measures: Mississippi Curriculum Test (MCT), Mississippi Writing Assessment; Duration: 2 years. RESULTS: This report is the 2nd year of Ross and Nunnery, 2005 (available online: <http://eric.ed.gov/PDFS/ED484275.pdf>.), which was designed to compare the achievement of students in schools in 2 school districts implementing Accelerated Reader and Accelerated Math to students in matched control schools. The schools from one district began implementing Accelerated Reader and Accelerated Math in January 2002, and the schools from the other district began implementation in August 2000. Thus, this analysis of 2004 achievement data relates to the 2nd and 4th full years of implementation at all schools. Results show that although program effects were not as strong and consistent as the prior school year (Ross & Nunnery, 2005), they remained generally positive: 16 out of 20 computed effect size estimates were positive. Supplementary analyses examined outcomes separately by school district, and examined the relationship of student-level implementation measures to achievement effects. Overall, these results indicate generally positive and sustainable impacts of Accelerated Reader and Accelerated Math on student performance in program-independent, high-stakes testing. However, these impacts were predominantly evident in the district that implemented for 4 years and only minimally so in the district that implemented for 2 years, thus suggesting that sustained implementation was critical to success. AUTHORS: Steven M. Ross, PhD and John A. Nunnery, PhD. Report available online: <https://files.eric.ed.gov/fulltext/ED500028.pdf>.

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>.

DETAILS: School Profile: 450 students in grades: Pre-K-5; Demographics: Urban, Limited English proficiency: 5.1%, Free/reduced lunch: 75%; Race/Ethnicity: Hispanic or Latino: 18%, Black or African American: 32%, White: 50%. RESULTS: After carefully monitoring students reading practice using Accelerated Reader, this school improved from a C to an A on the Florida A+ accountability plan. REPORTING EDUCATOR: Eileen Castle, principal. The full report is available online: <https://docs.renaissance.com/R34765>.

DETAILS: Location: Michigan; Design: Reliability and validity research Sample: 2 elementary schools; Measures: Michigan Literacy Progress Profile (MLPP) and Star Early Literacy data from Fall 2003, Spring 2004. RESULTS: This study examined the correlation between student performance on 2 early literacy assessments: MLPP and Star Early Literacy. Because the MLPP consists of several individual tests and has no overall score, the correlation between the assessments had to be conducted test by test. Most of the MLPP tests used by the elementary schools in the study were matched with Star Early Literacy literacy domains that measured very similar skills. MLPP tests were also correlated with Star Early Literacy scaled scores. The results revealed high to very high correlations at significant levels in Fall 2003, and somewhat lower but still significant correlations for Spring 2004. The full report is available online: <https://docs.renaissance.com/R34689>.

DETAILS: Location: Pascagoula and Biloxi, Mississippi; Design: Independent, quasi-experimental; Sample: 10,000 students in grades 3-8, 23 treatment/18 control schools; Measures: Mississippi Curriculum Test (MCT), Mississippi Writing Assessment, School Climate Inventory (SCI); Duration: 2 years. RESULTS: This report summarizes the results of the 1st year of a 2-year study that was designed to evaluate the student achievement and organizational climate at schools implementing Accelerated Reader and Accelerated Math with best practices, compared to matched controls. More than 60% of the students participating in this study were eligible for free or reduced-price lunch. MCT results favoring Accelerated Math and Accelerated Reader were found in reading (median effect size 0.11), language arts (median effect size 0.12), and math (median effect size 0.08). The researchers also found that the organizational climates reported by teachers at treatment schools were significantly more favorable than those reported by teachers at control schools on all 7 dimensions of the SCI, with effect sizes ranging from 0.20 to 0.54. AUTHORS: Steven M. Ross, PhD and John A. Nunnery, PhD. Report available online: <https://files.eric.ed.gov/fulltext/ED484275.pdf>.

DETAILS: Location: Arizona; Design: Independent, quasi-experimental; Sample: 300 students at 2 matched elementary schools; Measures: Star Reading, Stanford Achievement Test (SAT-9), Patterns of Adaptive Learning Scales (PALS); Duration: 3 years. RESULTS: This study examined the long-term effect of Accelerated Reader and best classroom practices on the reading performance and Motivation of students at an urban, Title I elementary school. The researchers built upon Sadusky and Brem, 2002 (available online: <https://docs.renaissance.com/R40784>), which examined 5 years of SAT-9 and Accelerated Reader data, as well as feedback from students, teachers, and parents gathered through surveys/focus groups. Students lacking at least 2 consecutive years of test data were excluded, strengthening the evidence that the Accelerated Reader school outperformed the control school. Administering an adapted version of PALS to the students 3 times, the authors found that students participating in Accelerated Reader maintained a high level of mastery-oriented motivation (learning for learning's sake) toward reading while becoming less performance-oriented (working for the grade), that students tended to be performance oriented if they perceived their teachers to be, and that perceived mastery orientation of teachers was associated with both mastery- and performance-orientation in students. AUTHORS: Jenefer Husman, PhD and Sarah Brem, PhD. Report available online: <https://docs.renaissance.com/R40770>.

Star Early Literacy was favorably reviewed by SEDL. The Full Review is available online: <http://www.sedl.org/reading/rad/>, search for Star Early Literacy.

The Buros Institute of Mental Measurements publishes independent, critical reviews of assessment instruments. Two reviewers evaluate each assessment. Each provides a description of the assessment, documents the development of the assessment, and examines the assessment's reliability and validity data. AUTHOR: Mary L. Garner, PhDFor information on obtaining a copy of this review, email the Renaissance Research Department: research@renaissance.com.

The Buros Institute of Mental Measurements publishes independent, critical reviews of assessment instruments. Two reviewers evaluate each assessment. Each provides a description of the assessment, documents the development of the assessment, and examines the assessment's reliability and validity data.AUTHOR: G. Michael Poteat, PhD. For information on obtaining a copy of this review, email the Renaissance Research Department: research@renaissance.com.

DETAILS: school Profile: 650 students in grades 1-6; Demographics: Title I, ESL: 19%, Minorities: 20%, Free/reduced lunch: 61%. RESULTS: After implementing Accelerated Reader with best practices for 3 years, reading growth for this school increased 2.5 times. REPORTING EDUCATORS: Dixie Parton, librarian; Ann Reynolds, principal. The full report is available online: <https://docs.renaissance.com/R11736>.