To develop Pathway to Proficiency reports for South Dakota Star Reading and Star Math 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/R53434>.

To develop Pathway to Proficiency reports for Montana Star Reading and Star Math 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/R53684>.

To develop Pathway to Proficiency reports for Connecticut Star Reading and Star Math 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 tehcnical report is available online: <https://docs.renaissance.com/R53507>.

To develop Pathway to Proficiency reports for Delaware Star Reading and Star Math 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/R53517>.

To develop Pathway to Proficiency reports for Virginia Star Reading and Star Math, we linked our scaled scores with the scaled scores from Virginia's achievement test. This technical report details the statistical method behind the process of linking Virginia's state tests (SOL) and Star Reading and Star Math scaled scores. The full report is available online: <https://docs.renaissance.com/R53864>.

To develop Pathway to Proficiency reports for Oregon Star Reading and Star Math 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/R53784>.

This document examines the evidence base for myON that meets the requirements of Every Student Succeeds Act (ESSA).The full report is available online: <https://docs.renaissance.com/R62045>.

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

Over the years, classroom bilingual teachers and the emerging bilingual learners they serve have made some of the most astute observations questioning the validity and reliability of assessments of early literacy in Spanish that are mirror translations of below represent a small fraction of observations representing a 40-year frustration with the prevalent practice of assessment via direct translations from English to Spanish, frequently without validity and reliability studies in Spanish. The full report is available online: <https://renaissance.widen.net/s/pxnqbtrpmh/530399-star-cbm-lectura-white-paper>.

This white paper contains the research foundation for myON. The Full Report is available online: <https://docs.renaissance.com/R63613>.

In December 2019, Seychelles Ministry of Education made the decision to implement Renaissance's reading solution (myON) to all 25 primary schools over 3 years, launching in Spring 2020. Since myON was launched in 2020, pupils have spent over 1,000,000 minutes reading, with over 150,000 books completed. This is a great achievement for one of the world's smallest countries.The full case study is available online: <https://cdn.theewf.org/uploads/pdf/Renaissance-Learning-Seychelles-Case-Study.pdf>.

Throughout 2021, Renaissance released a series of reports titled How Kids Are Performing, which estimated the impact of the COVID-19 pandemic on US student achievement in reading and mathematics during the 2020-2021 school year. Although the incidence of school shutdowns and remote learning is now much lower during the 2021-2022 school year than last year, the COVID-19 pandemic continues to affect K-12 education in myriad ways. This continuation of the How Kids Are Performing report series will serve as a status check, summarizing US K-12 student performance and growth as of the middle of the 2021-2022 school year and contrasting those results to the same period in 2020-2021. The report is available online: <https://www.renaissance.com/how-kids-are-performing/>.

From the summary: " This report presents the Education Policy Institute and Renaissance Learning’s most recent assessment of the learning loss and recovery experienced by pupils in England as a result of the COVID-19 pandemic. It is based on assessment data from Renaissance Learning’s Star Reading and Star Maths. Star Assessments are computer-adaptive in nature and adapt to the individual, providing an assessment that identifies gaps in learning from the entirety of the curriculum independent of their current year group. Star Assessments also include a standardised measure which takes account of the pupil’s age in years and months. This data has been linked with data held by the Department for Education in the National Pupil Database which has enabled us to carry out analysis by pupil characteristics. In this report we provide estimates of the overall level of learning loss by the end of the first halfterm of the 2021/22 academic year which is then broken down by various characteristic groups. In our previous reports we gradually built a picture of how the degree of learning loss changed over the course of the 2020/21 academic year by restricting our analysis to a consistent group of pupils for whom we had assessment data across the academic year. In this report we analyse the results of all pupils at the start of the 2021/22 academic year for whom we can calculate a learning loss estimate. Not all of these pupils would have been included in previous analyses. This is primarily to ensure sufficient sample sizes but also reflects that we are interested in producing the best estimate of the current situation in schools. However, we know that there is naturally a keen interest in how the situation has changed since the summer, so we present additional analysis of how outcomes have changed during this time using a consistent group of pupils" The study is available online: <https://assets.publishing.service.gov.uk/media/623dd828e90e075f13a3a58d/Understanding_Progress_in_the_2020_to_2021_Academic_Year_Extension_report_covering_the_first_half_of_the_autumn_term_2021.pdf>.