This paper outlines the development process for the Star early Literacy computer-adaptive diagnostic assessment and a literacy skill-mapping model. Star early Literacy was developed in response to the need for an easily administered, inexpensive early literacy assessment tool that provides immediate feedback on a students literacy ability. During development of Star early Literacy, a collateral application became apparent: mapping the development of literacy skills. Using the data from the calibration study and applying item response theory (IRT), literacy skills development for each domain and skill set can be mapped on a Rasch ability scale. Similarly, test characteristic curves showing the relationship between underlying ability and expected proficiency can be created. the results show that the onset of proficiency for each of the content domains and skill sets varies considerably with Rasch ability. This information can be used to empirically analyze the onset, rate of development, point of maturation, and sequence of development of literacy skills relative to other skills, age, or school grade. AUTHORS: James R. McBride, PhD and Steven Tardrew. Email research@renaissance.com to request a copy of this study from the Renaissance Research Department.

DETAILS: School Profile: 400 students in grades: K-5; Demographics: Urban, Free/reduced lunch: 68%, Limited English proficiency: 21%; Race/Ethnicity: White: 57%, American Indian or Alaska Native: 0.1%, Asian or Pacific Islander: 6%, Black or African American: 13%, Hispanic or Latino: 23%. RESULTS: After implementing Accelerated Reader and Accelerated Math with best practices, the percentage of 4th-grade students who achieved a satisfactory reading score on the Michigan Educational Assessment Program rose 21.8 points; the math score increased by 17.1 points. REPORTING EDUCATOR: Tom Livezey, district instructional technology specialist. The full report is available online: <https://docs.renaissance.com/R12890>.

DETAILS: School Profile: 160 students in grades: pre-K-6; Demographics: Inner City, Urban, Free/reduced lunch: 88%, Mobility: 34%; Race/Ethnicity: Black/African American: 98%, White:1%, Hispanic or Latino: 1%. RESULTS: After using Accelerated Reader with best practices for 4 years, 4th- and 5th-grade Iowa Test of Basic Skills (ITBS) reading scores improved by 40 and 41 percentile points. REPORTING EDUCATOR: Sister Mary Marvin, principal. The full report is available online: <https://docs.renaissance.com/R12813>.

DETAILS: School Profile: 276 students in grades 2-3; Demographics: Limited English proficiency: 9%, Free/reduced lunch: 78.5%; Race/Ethnicity: Black/African American: 47.0%, Hispanic or Latino: 12.0%, White: 40.0%, Asian or Pacific Islander: 0.7%. RESULTS: After implementing Accelerated Reader with best practices, 2nd-grade scores on the Iowa Test of Basic Skills (ITBS) increased 6 percentile points over 4 years, while the number of 3rd graders meeting or exceeding standards on the Illinois Standards Achievement Test (ISAT) increased by 8% over 3 years. REPORTING EDUCATOR: Pamela K. Preston, principal. The full report is available online: <https://docs.renaissance.com/R12814>.

DETAILS: District Profile: 14,896 students in grades Pre-K-12, 22 schools (14 elementary, 5 middle, 3 high school); Demographics: Rural, Free/reduced Lunch: 46%; Race/Ethnicity: Black or African American: 36%, White: 60%, Hispanic: 1%, Other: 1%. RESULTS: Since the implementation of Accelerated Reader with best practices, 3rd- through 8th-grade students districtwide have achieved large gains on the North Carolina End of Grade (EOG) Test. REPORTING EDUCATOR: Dr. Ted Kaniuka, associate superintendent. (Email research@renaissance.com to request a copy of this study from the Renaissance Research Department.)

DETAILS: Sample: 11 primary schools, 1 secondary school. RESULTS: After implementing Accelerated Reader with best practices for 1 year, 74% of elementary students and 68% of secondary students achieved higher-than-expected gains on nferNelson Group Reading (GRT) II. REPORTING EDUCATOR: Ken McGowan, project director. The full report is available online: <https://docs.renaissance.com/R12659>.

DETAILS: Location: Imperial Beach, California; Design: Independent, correlational; Sample: Students at 12 schools; Duration: 1 school year. RESULTS: After a districtwide implementation of Accelerated Reader and best classroom practices, Stanford 9 (SAT-9) reading scores for 12 schools showed an average gain of 10 percentiles from 1998 to 2000. AUTHOR: J. Vetcher. The full report is available online: <https://docs.renaissance.com/R13592>.

DETAILS: School Profile: 309 students in grades K-5; Demographics: Inner City, Urban, Free/reduced lunch: 94%, Mobility: 34%; Race/Ethnicity: American Indian/Alaska Native: 1%, Asian/Pacific Islander: 7%, Black/African American: 77%, Hispanic/Latino: 2%, White: 11%, Multi-Racial: 1%; Measure: North Carolina End-of-Grade Test (EOG); Duration: 1997-2002. RESULTS: In 1997, 36.3% of 3rd- through 5th-grade students at Highland Academy scored at or above grade level on the reading and math composite of the North Carolina EOG. The school was labeled low-performing and received a state assistance team. In 1998, the school was awarded a Comprehensive School Reform Demonstration Grant, which was used to purchase and implement Accelerated Reader. Then, in 1999, the school implemented Accelerated Math. Since beginning to use these tools, the percent of 3rd- through 5th-grade students scoring at or above grade level on the reading and math composite of the EOG has risen steadily up to 82.2% in 2002. In 2001, the school changed its name to Highland Renaissance Academy, reflecting its commitment to and success with Renaissance. REPORTING EDUCATOR: Jenell Bovis, principal. The full report is available online: <https://docs.renaissance.com/R12032>.

DETAILS: Design: Quasi-experimental. RESULTS: Accelerated Reader schools performed statistically significantly better on the Texas Assessment of Academic Skills (TAAS) than non-Accelerated Reader schools in reading, writing, math, science, and social studies. Accelerated Reader schools also showed significantly higher attendance rates than non-Accelerated Reader schools; Accelerated Reader had the greatest effects on urban schools with low socioeconomic status; and gains in academic performance also increased with the length of time schools owned Accelerated Reader. Email research@renaissance.com to request a copy of this study from the Renaissance Research Department.

DETAILS: School Profile: 78 students in grades: 6-8; Demographics: Title I: 100%, Urban Inner City, Free or reduced lunch: 95%, Limited English proficiency: 80%; Race/Ethnicity: Black or African American: 2%, Hispanic or Latino: 98%. RESULTS: Reading scores increased by 16.8 NCEs and language arts scores increased by 23.6 NCEs in 3 years for students using Accelerated Reader with best practices. REPORTING EDUCATOR: Gordon Hannon, principal. (Email research@renaissance.com to request a copy of this study from the Renaissance Research Department.)

DETAILS: Design: Quasi-experimental; Sample: 21,534 students in grades 1-9 from 76 schools (year 3); Duration: 3-year (longitudinal analysis). RESULTS: Students in classrooms with high levels of Accelerated Reader implementation showed largest percentile gains on Star Reading; gains were more pronounced for low achievers. The full report is available online: <https://docs.renaissance.com/R11837>.

DETAILS: School Profile: Grades K-5. REULTS: After using Accelerated Reader, reading scores on the Iowa Test of Basic Skills (ITBS) increased from the 40th to the 70th percentile. REPORTING EDUCATOR: Melanie M. Poock, district Title I reading specialist; Paul Brooks, principal. (Email research@renaissance.com to request a copy of this study from the Renaissance Research Department.)

DETAILS: Design: Independent, correlational. RESULTS: This study examined the benefits of Accelerated Reader on 4th- and 5th-grade ESL students in a school in rural Western North Carolina. Anecdotal records provided evidence of improvement in students' reading behaviors and attitudes toward reading. While there was a moderate overall increase in students' reading levels, quantity of student reading increased and attitudes toward reading improved. AUTHORS: J. McGlinn and A. Parrish.Citation: McGlinn, J., & Parrish, A. (2002). Accelerating ESL students' reading progress with Accelerated Reader. Reading Horizons, 42(3), 175-189.The full report is available online: <https://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1186&context=reading_horizons>.