This paper describes student growth percentiles (SGP), an increasingly popular method of characterizing student growth that is used in Renaissance's Star Reading, Star Math, Star Early Literacy, Star Lectura, Star Matemáticas, and Star Alfabetización temprana assessments. Topics covered include: explanation of performance versus growth measures, information on the evolution of the SGP score (purpose of the prior score and time adjustment), and a list of frequently asked questions (FAQs) with answers. The full report is available online: <https://docs.renaissance.com/R57137>.

To develop Pathway to Proficiency reports for Iowa Star Reading and Star Math schools, we linked our scaled scores with the scaled scores from Iowa's achievement test. This technical report details the statistical method behind the process of linking Iowa's state tests (ISASP) and Star Reading and Star Math scaled scores. The full report is available online: <https://docs.renaissance.com/R52870>.

To develop Pathway to Proficiency reports for Tennessee Star Reading and Star Math schools, we linked our scaled scores with the scaled scores from Tennessee's achievement test. This technical report details the statistical method behind the process of linking Tennessee's state test (TCAP) and Star Reading and Star Math scaled scores. The full report is available online: <https://docs.renaissance.com/R52834>.

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

To develop Pathway to Proficiency reports for Michigan Star Reading and Star Math schools, we linked our scaled scores with the scaled scores from the Michigan Student Test of Educational Progress (M-STEP). This technical report details the statistical method behind the process of linking Michigan's state test and Star Reading and Star Math scaled scores. The full report is available online: <https://docs.renaissance.com/R53649>.

To develop Pathway to Proficiency reports for Wisconsin Star Reading and Star Math 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 Utah Star Reading schools, we linked our scaled scores with the scaled scores from Utah's achievement test. This technical report details the statistical method behind the process of linking Utah's state test (RISE) for English Language Arts Utah Aspire Pluse Reading and Star Reading scaled scores. The full report is available online: <https://docs.renaissance.com/R52928>.

The Star Phonics Technical Manual, which provides technical information about how the program was developed.The full technical report is available online: <https://docs.renaissance.com/R67720>.

Executive Summary: "Early literacy screening plays a critical role in identifying students who may be at risk for reading difficulties. However, most widely used screening tools were designed and normed within monolingual English-speaking populations, limiting their utility when applied to multilingual learners. This white paper presents findings from a study examining the use of Rapid Automatic Naming (RAN) within dual language contexts, with a specific focus on Spanish/English multilingual students. While Star CBM Lectura RAN benchmarks were developed using a large, multi-state norming sample, the findings presented in this paper draw exclusively from a focused study conducted in two dual language school districts in Oregon. Although both districts offer PK–12 dual language programs, the study sample consisted specifically of students in Kindergarten through Grade 3. Using Star CBM Lectura RAN measures, the study examined student performance across four RAN task types: colors, pictures, letters, and numbers, and analyzed language response patterns alongside teacher feedback collected during administration. Results demonstrate that RAN performance varies systematically by language of response. Students responding only in English showed faster naming speeds, followed by Spanish-only responses, while responses using both languages yielded the lowest scores. These differences reflect linguistic structure, and processing demands rather than reading ability or language proficiency, a finding consistent with cross-linguistic research on RAN and reading development (Georgiou et al., 2008; Landerl et al., 2013). Teacher feedback further highlighted the importance of interpreting RAN data through a bilingual lens, noting patterns of cross-language substitution, task-specific difficulty, and instructional relevance. The findings suggest that RAN can be a valuable early indicator of reading risk for multilingual learners when interpreted appropriately. However, equitable use requires responsive-to-language benchmarks, careful attention to task demands, and professional learning that supports educators in distinguishing bilingual processing patterns from indicators of reading difficulty." The study is available online: <https://docs.renaissance.com/R69049>.

This technical manual is a compendium of all relevant information about content and item development, item and scale calibration, reliability and measure precision, validity, norming, and score definitions for Star Alfabetización temprana.Email research@renaissance.com to request a copy of the technical manual from the Renaissance Research Department.

From the summary: "This 2025 study examines the Return on Investment (ROI) of eduCLIMBER, an integrated platform that streamlines whole child data, intervention tracking, and collaborative workflows to enhance teacher decision-making and reduce administrative paperwork. Maddock, Eadens, and Torres analyze user perspectives and comprehensive operational costs including software licensing, teacher salaries, and infrastructure expenses." Citation: Maddock, D., Eadens, D., & Torres, L. (2025). Transforming sense into cents II: Evaluation of eduCLIMBER's impact in a county's schools. International Journal of Educational Leadership Preparation, 20(1), 138-157.The full article is available online: <https://www.icpel.org/uploads/1/5/6/2/15622000/ijelp_volume20_sp_2025.pdf>.The summary is available online: <https://docs.renaissance.com/R68583>.

This technical manual is a compendium of all relevant information about content and item development, item and scale calibration, reliability and measure precision, validity, norming, and score definitions for Star Lectura.Email research@renaissance.com to request a copy of the technical manual from the Renaissance Research Department.

This technical manual is a compendium of all relevant information about content and item development, item and scale calibration, reliability and measure precision, validity, norming, and score definitions for SStar Matemáticas.Email research@renaissance.com to request a copy of the technical manual from the Renaissance Research Department.