Renaissance Star Early Literacy and Renaissance Star Reading are approved as Diagnostic Assessments, also known as screeners, by the Ohio Department of Education (ODE). Ohio educators can use these assessments to determine if K-3 students are on track or not on track for reading at grade level.The Star Reading Third Grade Proficiency Assessment is also approved by the ODE. This test is an alternative reading assessment that enables students to "demonstrate an acceptable level of reading performance for promotion to fourth grade." The full report is available online: <https://docs.renaissance.com/R63538>.

This white paper contains the research foundation for Freckle. The Full Report is available online: <https://docs.renaissance.com/R63478>.

About the review: "The Colorado Department of Education (CDE) has contracted with WestEd (www.WestEd.org), a national, nonprofit, nonpartisan research and development organization, to conduct the legislatively mandated READ ACT Evaluation. CDE selected the WestEd-led partnership, including Augenblick, Palaich and Associates (www.apa-consulting.net) and RTI International (www.rti.org), through a competitive bidding process conducted between October and December 2019. The purpose of this component of the evaluation is to assess whether CDE-approved assessments meet the requirements of SB 19-199 and widely accepted professional technical and quality criteria. This report begins with ratings regarding the extent to which the vendor-provided assessment evidence addresses the SB 19-199 requirements and the additional technical and quality criteria. It then details how we made our summary ratings, first across the legislative requirements and then across the additional criteria, including a selection of descriptive notes on the findings. The final page includes a summary rating for both the SB 19-199 requirements and the additional technical and quality criteria and, if relevant, a rationale for removal from the advisory list."The review is available online: <https://drive.google.com/file/d/1GKFtMHAqHoGZVsMU0PX0rbzJ10BRPl0x/view>.

About the review: "The Colorado Department of Education (CDE) has contracted with WestEd (www.WestEd.org), a national, nonprofit, nonpartisan research and development organization, to conduct the legislatively mandated READ ACT Evaluation. CDE selected the WestEd-led partnership, including Augenblick, Palaich and Associates (www.apa-consulting.net) and RTI International (www.rti.org), through a competitive bidding process conducted between October and December 2019. The purpose of this component of the evaluation is to assess whether CDE-approved assessments meet the requirements of SB 19-199 and widely accepted professional technical and quality criteria. This report begins with ratings regarding the extent to which the vendor-provided assessment evidence addresses the SB 19-199 requirements and the additional technical and quality criteria. It then details how we made our summary ratings, first across the legislative requirements and then across the additional criteria, including a selection of descriptive notes on the findings. The final page includes a summary rating for both the SB 19-199 requirements and the additional technical and quality criteria and, if relevant, a rationale for removal from the advisory list."The review is available online: <https://drive.google.com/file/d/1cFnDuD6qeJZlOLWvdvl_ENWmxTMhVK7r/view>.

Star CBM Passage Oral Reading (formerly CES Standard Reading Passages) has been rated highly by the National Center on Response to Intervention (NCII) as an academic screening assessment. The Full Review is available online: <https://charts.intensiveintervention.org/ascreening>.

The National Center on Intensive Intervention (NCII) finds that Star CBM Passage Oral Reading is a high quality academic progress monitoring tool. The Full Reviews are available online: <https://charts.intensiveintervention.org/aprogressmonitoring>.

How Kids Are Performing: Tracking the School-Year Impact of COVID-19 on Reading and Mathematics Achievement: Spring 2020-2021 Edition examines how students are performing across the entire 2020-2021 school year. Based on insights from millions of student assessments, the report explores key questions, including: 1. How much did students grow during the 2020-2021 school year compared with typical school-year growth? 2. How much has the pandemic impacted student performance by the end of the 2020-2021 school year? 3. What are the pandemic's impacts in instructional terms? The report is available online: <https://docs.renaissance.com/R63444>.

Star Reading and Star Math have been rated highly by the National Center on Intensive Intervention (NCII) as academic screening assessments. The Full Review is available online: <https://charts.intensiveintervention.org/ascreening>.

Star Reading and Star Math have been rated highly by the National Center on Intensive Intervention (NCII) as academic screening assessments. The Full Review is available online: <https://charts.intensiveintervention.org/ascreening>.

The National Center on Intensive Intervention (NCII) finds that Star Reading and Star Math are high quality general outcome measures for progress monitoring tools. The Full Reviews are available online: <https://charts.intensiveintervention.org/aprogressmonitoring>.

The National Center on Intensive Intervention (NCII) finds that Star Reading and Star Math are high quality acadmeic progress monitoring tools. The Full Reviews are available online: <https://charts.intensiveintervention.org/aprogressmonitoring>.

From the abstract: "In recent years, there has been a proliferation of 'rapid naming' tasks intended for use in early educational screening of reading and other difficulties, including exhibiting characteristics of dyslexia. One widely used measure is the Arkansas Rapid Naming Screener, which asks students to rapidly name sets of colors presented in random order. Despite the measure's widespread use, there is no publicly available psychometric evaluation of this assessment. In this study, we evaluate the psychometric properties of the Arkansas Rapid Automatic Naming Screener and compare it to an alternative rapid picture naming screener, which asks students to correctly name as many well-known and randomly sequenced pictures as they can in one minute. Results suggest that each measure exhibited appropriate psychometric evidence to support their use. However, the typical scoring strategy for the Arkansas Rapid Naming Screener of recording the time a student takes to complete the assessments was shown to produce a form of censored data, and to have lower reliability and concurrent validity with other curriculum-based measures compared to reporting correct per minute scores. Additional analyses suggested that the two rapid naming screeners should not be used in isolation to identify students as being at risk for dyslexia, and that the percentages of students classified as being at risk decreased as more CBMs measures were used. The study concludes with discussion of what results mean for those who want to employ rapid automatic naming measures as part of screening students for characteristics of dyslexia."Citation: Wyse, A. E., & McConnell, S. R. (2021, June). A comparison of Rapid Picture and Rapid Color Naming screeners [Paper presentation]. 2021 Annual Meeting of the National Council on Measurement in Education: Bridging Research and Practice.

"This ad hoc report presents a brief headline summary of the Education Policy Institute and Renaissance Learning's third assessment of the learning loss experienced by pupils in England as a result of the coronavirus (COVID-19) pandemic. It is based on assessment data from Renaissance Learning's Star Reading and Star Maths in the spring term of the 2020/21 academic year. These data have been linked with data held by the Department for Education in the National Pupil Database, enabling us to control for a range of pupil characteristics. This is the first time we have analysed assessments undertaken in the spring term 2020/21 and represents an initial assessment of whether pupils lost learning as a result of the national lockdown at the beginning of 2021. In this report we present estimates of learning loss for pupils in primary schools (covering year groups 3-6). Further breakdowns by pupil characteristics and estimates for pupils in secondary schools will be presented in a subsequent full report." The Full Report is available online: <https://assets.publishing.service.gov.uk/media/6239cbf08fa8f540f127aaae/Understanding_Progress_in_the_2020_21_Academic_Year_Initial_findings_from_the_spring_term.pdf>.