The National Center on Intensive Intervention (NCII) found that Star Early Literacy was a high quality general outcome measures for progress monitoring tools. The Full Reviews are available online: <https://web.archive.org/web/20171101224616/http://www.intensiveintervention.org:80/chart/progress-monitoring>.

From the abstract: "KnowProgress conducted a study to determine Freckle's effect on student test outcomes. In particular, KnowProgress analyzed if students using the adaptive math program in Freckle would show increased math test scores compared with students who did not use the software. Test scores from the Northwest Evaluation Association's (NWEA) Measure of Academic Progress (MAP) in mathematics for 3rd, 4th and 5th grade were used for students at Isanti Intermediate School in Minnesota. The study is consistent with the hypothesis that Freckle's math program results in higher MAP mathematics test scores."Citation: KnowProgress. (2016). Freckle increases math scores in elementary students. San Francisco, CA: Freckle Education.The research study is available online: <https://docs.renaissance.com/R63354>.

In this experimental study, Siddiqui, Gorard, & See (2016) examined 349 Year 7 students at four secondary schools who had not achieved secure National Curriculum Level 4 in their Key Stage 2 (KS2) results for English. For 20 weeks, students were randomly assigned to either use Accelerated Reader (166 students) or serve in the control group (183 students). The students using Accelerated Reader achieved higher literacy scores on the GL Assessment New Group Reading Test than students not using the program (overall effect size of +0.24). Study results also indicated Accelerated Reader had a positive impact on students eligible for free student meals.Citation: Gorard, S., Siddiqui, N., & See, B. H. (2015). Accelerated Reader: Evaluation report and executive summary. London, UK: Education Endowment Foundation.The full report is available online: <https://web.archive.org/web/20150315013550/http://educationendowmentfoundation.org.uk/projects/accelerated-reader/>.The peer-reviewed journal article: Siddiqui, N., Gorard, S., & See, B. H. (2016). Accelerated Reader as a literacy catch-up intervention during primary to secondary school transition phase. Educational Review, 68(2), 139-154. Is available online: <http://www.tandfonline.com/doi/abs/10.1080/00131911.2015.1067883#preview>.

From the abstract: "The authors examined the extent to which classroom teachers in naturalistic settings used a Goal-Setting Tool to set instructional goals for struggling students, the kinds of goals they set, their progress monitoring practices with and without goals, and the extent to which students gain more when a goal-setting tool is used. The goal-setting tool was used for 364,750 students and their growth in math, reading, and early literacy was contrasted with growth for 364,750 students whose teachers did not use a goal-setting tool. Use of the goal-setting tool led to improved outcomes for students, especially students in early grades."Citation: Haas, L. B., Stickney, E. M., & Ysseldyke, J. (2016). Using growth norms to set instructional goals for struggling students. Journal of Applied School Psychology, 32(1), 82-99.

From the abstract: "This Action Research examines the effects of using an interactive, adaptive software program, Freckle Math (formerly Front Row), in helping a sixth grade teacher to differentiate mathematics. Ten students who go to a parochial school in a rural, midwestern community were included in the study. The data collection tools included a pre-research reflection, a journal of teacher observations, a daily student questionnaire, computer generated reports, a midresearch reflection, and a post-research reflection. Overall, this research showed an average growth of 1.74 years, or 44.9 percent with regard to grade level equivalency. This growth indicates the students' ability to perform mathematics skills independently. Due to the integration of Front Row, the students were more engaged in activities and showed growth on their achievement. This helped narrow existing gaps on the Common Core State Standards foundational domains. However, future research would consider other adaptive, technology integration tools to aid in mathematics differentiation."Citation: Morales, A. (2016). Using technology to aid in the differentiation of mathematics in a sixth grade classroom (Action research report). Saint Catherine University, St. Paul, Minnesota.The research study is available online: <https://sophia.stkate.edu/maed/147/>.

This technical report details the statistical method behind the process of linking Mississippi K-3 Assessment Support System (MKAS2) 3rd Grade Reading Summative Assessment and Star Reading scaled scores. The full report is available online: <https://docs.renaissance.com/R58326>.

From the abstract: "As long as American public school students continue to take tests, those in the field of educational measurement who develop and use tests are exhorted to uphold high standards of practice. For testing experts working in public school districts, this means being very clear about the purposes of various assessments and then being able to describe and produce evidence of validity for those purposes. This paper considers challenges to the validity of the Star (Star Math and Star Reading) and Smarter Balanced assessments on the grounds of content and anomalies in administration. It then examines correlations between the test scores as evidence of validity. The results show strong correlations." Citation: Monpas-Huber, J. B. (2015). Just pressing buttons? Validity evidence for the STAR and Smarter Balanced Summative Assessments. The WERA Educational Journal, 8(1), 39-44.The full article is available online: <https://jackbhuber.files.wordpress.com/2020/04/just-pressing-buttons.pdf>.

To develop Pathway to Proficiency reports for West Virginia Star Reading and Star Math Enterprise schools, we linked our scaled scores with the scaled scores from the Smarter Balanced achievement test. This technical report details the statistical method behind the process of linking Smarter Balanced Asessments and Star Reading and Star Math scaled scores. The full report is available online: <https://docs.renaissance.com/R53883>.

Accelerated Reader provides a balance of independent reading practice with nonfiction reading and close-reading skills practice. This document provides an overview of Accelerated Reader, covering topics such as the importance of personalized reading practice (both independent and instructional), using new technology, vocabulary practice, key reading practice factors (quality, quantity, and complexity), goal setting, an overview of ATOS, and efficacy research supporting the program. The full report is available online: <https://docs.renaissance.com/R57375>.

From the abstract: "Learning to read is one of the most important indicators of academic achievement. The development of early literacy skills during the preschool years is associated with improved reading outcomes in later grades. One of these skill areas, phonological awareness, shows particular importance because of its strong link to later reading success. Presented here are two studies that describe the development and revision of four measures of phonological awareness skills: Individual Growth and Development Indicators Sound Blending, Syllable Sameness, Rhyming, and Alliteration 2.0. The authors discuss the measure development process, revision, and utility within an early childhood Response to Intervention framework."Citation: Wackerle-Hollman, A. K., Schmitt, B. A., Bradfield, T. A., Rodriguez, M. C., & McConnell, S. R. (2015). Redefining individual growth and development indicators: Phonological awareness. Journal of Learning Disabilities, 48(5), 495-510.The research study is available online: <https://files.eric.ed.gov/fulltext/ED605881.pdf>.

From the Abstract: "Review of cost-effectiveness studies suggests that rapid assessment is more cost effective with regard to student achievement than comprehensive school reform (CSR), cross-age tutoring, computer-assisted instruction, a longer school day, increases in teacher education, teacher experience or teacher salaries, summer school, more rigorous math classes, value-added teacher assessment, class size reduction, a 10% increase in per pupil expenditure, full-day kindergarten, Head Start (preschool), high-standards exit exams, National Board for Professional Teaching Standards (NBPTS) certification, higher teacher licensure test scores, high-quality preschool, an additional school year, voucher programs, or charter schools. Limitations of the study are discussed and the findings are interpreted with regard to studies of the effect of performance feedback on student motivation and perceptions of control over academic outcomes."Citation: Yeh, S. S. (2010). The cost-effectiveness of 22 approaches for raising student achievement. Journal of Education Finance, 36(1), 38-75. The full article is available online: <http://works.bepress.com/cgi/viewcontent.cgi?article=1002&context=stuart_yeh>. A summary of the article is available online: <https://docs.renaissance.com/R43109>.

In this single-group, correlational study, 39 secondary students who used myON over the course of one school year experienced statistically significant gains on the Read Fluency Benchmark Assessor, a measure of reading achievement. The author also determined that there was a significant positive correlation between quantity of reading using myON and student growth on the reading assessment. The study also involved interviews with participating teachers, who found myON's flexibility to enable reading in many formats & devices, at home and at school, and at any time of day to be significant advantages.Citation: Kuykendall, T. G. (2015). The myON Reader program and reading proficiency among high school students (Unpublished doctoral dissertation). Walden University, Minneapolis, MN.The full report is available online: <https://scholarworks.waldenu.edu/dissertations/414/>.

From the abstract: "The prevalence of struggling readers by third grade nationwide is estimated at one in three. Reports trace the roots of this problem to early childhood and the opportunity to learn language and early literacy skills at home and in preschool. Reports also indicate that one-size-fits-all preschool language and literacy instruction is beneficial for only some children. The Center for Response to Intervention in Early Childhood (CRTIEC) was funded by the National Center for Special Education Research at the Institute of Education Sciences (IES) to conceptualize and develop evidence-based assessment and curricular tools that early education programs could include in their plans for teaching language and literacy skills using a multi-tier system of supports (MTSS) or response to intervention (RTI) approach. CRTIEC also was directed to provide leadership in disseminating information about progress in applying MTSS approaches to instruction in early childhood. The articles in this issue summarize the work of the Center through descriptions of the process of developing and validating tools needed for an MTSS approach and summaries of the research completed by the Center."Citation: Greenwood, C. R., Carta, J. J., Goldstein, H., Kaminski, R. A., McConnell, S. R., & Atwater, J. (2015). The Center for Response to Intervention in Early Childhood: Developing evidence-based tools for a multi-tier approach to preschool language and early literacy instruction. Journal of Early Intervention, 36(4), 246-262.The article in available online: <https://search.proquest.com/docview/1690433103>.