The author explores how myON can help support literacy learning both at home and school and the factors that contribute to variations in the amount of use.Citation: O'Conner, W. L. (2017). Sociocultural early literacy practices in the school and home context: The role of a digital library (Unpublished doctoral dissertation). University of California, San Diego, CA.The full report is available online: <https://escholarship.org/uc/item/1j95c5k2>.

To develop Pathway to Proficiency reports for Arkansas Star Reading Enterprise and Star Math Enterprise schools, we linked our scaled scores with the scaled scores from the ACT Aspire achievement test. This technical report details the statistical method behind the process of linking ACT Aspire and Star Reading and Star Math scaled scores. The full report is available online: <https://docs.renaissance.com/R45710>.

This technical report details the statistical method behind the process of linking ACT Aspire and Star Reading and Star Math scaled scores in Grade 3-10. The full report is available online: <https://docs.renaissance.com/R60968>.

Developing psychometrically sound decision rules for Star Math. Manuscript submitted for publication.

From the abstract: "The purpose of this action research project was to determine if the use of a supplemental computerized math practice program increases student achievement in the fractions domain for fifth graders. Two fifth grade math classes received the same classroom instruction. However, one class also utilized a computerized program three times per week for 20-30 minutes over a six-week period. Data was collected through quantitative pre- and post-assessments, quantitative survey questions, and qualitative student responses. Analysis of the data collected suggests that using the supplemental computerized math program, Freckle Math (formerly Front Row Education), in addition to regular classroom instruction, increases student achievement in the fractions domain at the fifth grade level."Citation: Tesch, S. (2017). Math technology: Assessing the education value of a supplemental practice program (Master's thesis). Northwestern College, Orange City, Iowa.The research study is available online: <https://nwcommons.nwciowa.edu/education_masters/19/>.

From the abstract: "Although extensive research exists on the use of curriculum-based measures for progress monitoring, little is known about using computer adaptive tests (CATs) for progress-monitoring purposes. The purpose of this study was to evaluate the impact of the frequency of data collection on individual and group growth estimates using a CAT. Data were available for 278 fourth- and fifth-grade students. Growth estimates were obtained when five, three, and two data collections were available across 18 weeks. Data were analyzed by grade to evaluate any observed differences in growth. Further, root mean square error values were obtained to evaluate differences in individual student growth estimates across data collection schedules. Group-level estimates of growth did not differ across data collection schedules; however, growth estimates for individual students varied across the different schedules of data collection. Implications for using CATs to monitor student progress at the individual or group level are discussed." Citation: Nelson, P. M., Van Norman, E. R., Klingbeil, D. A., & Parker, D. C. (2017). Progress monitoring with computer adaptive assessments: The impact of data collection schedule on growth estimates. Psychology in the Schools, 54(5), 463-471.More information about this article is available online: <http://onlinelibrary.wiley.com/doi/10.1002/pits.22015/abstract>.

This white paper explains the research base for Freckle's differentiation methodology.Citation: Freckle Education. (2017). Freckle's research-based differentiation methodology. San Francisco, CA: Author.The research study is available online: <https://docs.renaissance.com/R63352>.

From the abstract: "This paper presents a longitudinal study for predicting third grade reading proficiency levels and scaled scores from Pre-K and Kindergarten early literacy assessments. The study examines the predictive relationship of early pre-literacy status measures and the same students' reading proficiency measures, four years later, at the end of third grade."Citation:Olsen, J. B., & McBride, J. R. (2015, April 15-19). Predicting early reading proficiency using pre-school early literacy scores [Paper presentation]. 2015 National Council on Measurement in Education Annual Meeting, Chicago, IL, United States.(Email research@renaissance.com to request a copy of this study from the Renaissance Research Department.)

This technical report details the statistical method behind the process of linking the State of Texas Assessments of Academic Readiness (STAAR) Algebra 1 End of Course (EOC) and Star Math scaled scores.The full report is available online: <https://docs.renaissance.com/R57781>.

To develop Pathway to Proficiency reports for Mississippi Star Reading Enterprise and Star Math Enterprise schools, we linked our scaled scores with the scaled scores from Mississippi's achievement test. This technical report details the statistical method behind the process of linking Mississippi's state test (MAAP) and Star Reading and Star Math scaled scores. Starting in 2016-2017, the test was renamed to Mississippi Academic Assessment Program (MAAP).The full report is available online: <https://docs.renaissance.com/R45104>.

To develop Pathway to Proficiency reports for Wisconsin Star Reading and Star Math Enterprise schools, we linked our scaled scores with the scaled scores from the Wisconsin Forward Exam. This technical report details the statistical method behind the process of linking Forward Exam and Star Reading and Star Math scaled scores. The full report is available online: <https://docs.renaissance.com/R53893>.

To develop Pathway to Proficiency reports for Ohio Star Reading Enterprise and Star Math Enterprise schools, we linked our scaled scores with the scaled scores from Ohio's achievement test. This technical report details the statistical method behind the process of linking Ohio State Tests (OST) and Star Reading and Star Math scaled scores. The full report is available online: <https://docs.renaissance.com/R45845>.

To develop Pathway to Proficiency reports for Pennsylvania Star Reading Enterprise and Star Math Enterprise schools on the Renaissance Place hosted platform, we linked our scaled scores with the scaled scores from Pennsylvania's achievement test. This technical report details the statistical method behind the process of linking Pennsylvania's state test (PSSA) and Star Reading and Star Math scaled scores. Sample Pathway to Proficiency and related reports are also included. The full report is available online: <https://docs.renaissance.com/R53794>.