From the introduction: "This analysis is the second in a series of reports produced by the Education Policy Institute, working in partnership with Renaissance. The purpose of this research programme is to ensure that policy makers and schools have access to robust data on the performance of different pupil groups, so that support is targeted effectively to those who need it most as we continue to recover from the pandemic. The purpose of this report is to explore the outcomes of pupils from low-income backgrounds in Renaissance's Star Reading and Star Maths assessments. We know from previous analysis that pupils from low-income backgrounds suffered disproportionately from the effects of the pandemic and experienced a greater degree of lost learning. This has been confirmed by measures from statutory assessments in primary schools and GCSE and equivalent qualifications in secondary schools which have shown that the disadvantage gap increased to its widest level in a decade." The full report is available online: <https://epi.org.uk/wp-content/uploads/2024/03/FINAL_Disadvantage_report.pdf>.

Frome the abstract: " One often used approach to increase students' reading frequency is investing in independent silent reading (ISR) at schools: regularly scheduling time during which students read silently in books of their own choice. However, evidence for the impact of ISR is inconclusive and there appear to be important barriers to its effects on students' reading frequency, motivation, and proficiency: particularly struggling readers have difficulties choosing appropriate books, simply allotting time for reading does not guarantee that students read, ISR lacks accountability, and students are not always given the opportunity to interact about what they read. The aim of the current meta-analysis was to test whether additions to ISR that aim to overcome these barriers contribute to the effects of ISR on students' reading. Using outcomes of 51 effect studies covering 56 samples of students in primary and secondary education, we established a small but significant positive short-term intervention effect on overall reading proficiency (Cohen's d = 0.27). We additionally found that additions to ISR were particularly effective for students at risk of reading failure; for stronger readers, effects were absent. Finally, we found a negative effect of help or instruction by the teacher, which suggests that activities during reading might interfere with students' engagement with texts."Citation: Merke, S., Ganushchak, L., & van Steensel, R. (2024). Effects of additions to independent silent reading on students' reading proficiency, motivation, and behavior: Results of a meta-analysis. Educational Research Review, 42. The study is available online: <https://doi.org/10.1016/j.edurev.2023.100572>.

From the abstract: "Nearpod contracted with LearnPlatform, a third-party edtech research company, to examine the impact of Nearpod on learning outcomes. LearnPlatform designed the study to satisfy Level II requirements (Moderate Evidence) according to Every Student Succeeds Act (ESSA)."The study is available online: <https://news.nearpod.com/Nearpod-ESSA-Level-II-Report.pdf>.

FastBridge CBMreading has been rated highly by the National Center on Intensive Intervention (NCII) as academic screening assessment. The Full Review is available online: <https://charts.intensiveintervention.org/ascreening>.

FastBridge Adaptive Math (aMath) has been rated highly by the National Center on Intensive Intervention (NCII) as academic screening assessment. The Full Review is available online: <https://charts.intensiveintervention.org/ascreening>.

FastBridge Adaptive Reading (aReading) has been rated highly by the National Center on Intensive Intervention (NCII) as academic screening assessment. The Full Review is available online: <https://charts.intensiveintervention.org/ascreening>.

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

FastBridge earlyReading Composite has been rated highly by the National Center on Intensive Intervention (NCII) as academic screening assessment. The Full Review is available online: <https://charts.intensiveintervention.org/ascreening>.

This technical manual is a compendium of all relevant information about design, test security, content specification, equating and scale development, reliability and measure precision, validity, norming, and score definitions for Star CBM Math.Email research@renaissance.com to request a copy of the technical manual from the Renaissance Research Department.

Accelerated Reader has recently received Digital Promise's for Instructional Learning Products 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 Accelerated Reader's design.The certification is available online: <https://productcertifications.digitalpromise.org/research-based-certified-products/>.

The purpose of this project is to statistically link the Northwest Evaluation Association (NWEA) Measures of Academic Progress (MAP) and Star Assessments scales in order to facilitate the conversion of MAP RIT scores to Star scaled scores. Linkages were completed between MAP Reading to Star Reading, MAP Language Usage to Star Reading, and MAP Math to Star Math. The resulting conversion table makes it possible for present or future Star users to translate their MAP RIT scores to Star scores.The full report is available online: <https://docs.renaissance.com/R57878>.

This technical manual is a compendium of all relevant information about design, test security, content specification, equating and scale development, reliability and measure precision, validity, norming, and score definitions for Star CBM Reading.Email research@renaissance.com to request a copy of the technical manual from the Renaissance Research Department.

"In 2021, WestEd partnered with Renaissance Learning to examine the impact of Lalilo on literacy achievement and reading attitudes among first grade students, and to develop an understanding of the link between Lalilo implementation, contextual factors, and program impact. Nineteen first grade teachers and reading specialists, and their students, were recruited to use Lalilo during the 2022-23 school year. This brief provides findings from the evaluation that relate to educators’ impressions of the Lalilo student program and educator dashboard, educators’ reported implementation of Lalilo, and educators’ perceptions of the impact of Lalilo on literacy achievement and student motivation and attitudes towards reading."Citation: Soo Ping Chow, A., Nilsen, K., Boxerman, J., Cruz, J., & Ciancio, D. (2023). Impact and implementation evaluation of Lalilo: Phase 1 brief. WestEd. The study is available online: <https://docs.renaissance.com/R67209>.