WISCONSIN RAPIDS, Wis., June 11, 2009 (GLOBE NEWSWIRE) -- Renaissance Learning, Inc. (Nasdaq:RLRN) announced today that Accelerated Math, the company's math management software program, has received the highest possible rating of "Convincing Direct Evidence" in five out of six categories for progress monitoring tools from the National Center on Response to Intervention (NCRTI). Accelerated Math was also the only product evaluated that functions as a Mastery Measure, which NCRTI defines as a system of tracking a student's successive mastery of a hierarchy of objectives.
In addition, the company's STAR assessments-STAR Reading, STAR Math, and STAR Early Literacy-also received the highest rating of "Convincing Direct Evidence" in eight of nine categories for progress monitoring tools reviewed in the General Outcome Measures category. NCRTI defines General Outcome Measures as a measure that reflects overall competence in the annual curriculum.
The National Center on Response to Intervention, which is funded by the U.S. Department of Education, evaluated the scientific rigor of commercially available progress monitoring tools for use with Response to Intervention (RTI). The Center helps educators identify credible and reliable evidence to make informed decisions about scientifically based tools for use within an RTI framework.
NCRTI's review of progress monitoring tools follows the screening reading review the organization released in April. That review revealed that STAR Early Literacy and STAR Reading received the highest ratings in three individual categories, the most of any reviewed products.
"The results of the NCRTI reviews formally recognize that Accelerated Math and the STAR assessments are valid, reliable, and evidence-based for effective use for screening and progress monitoring within an RTI framework," said Steve Schmidt, President and Chief Operating Officer of Renaissance Learning. "For more than 20 years, Renaissance Learning has been helping educators use technology to generate data for instructional decisions, and now more than ever, educators can rely on the accuracy of that data to provide the individualized instruction needed for RTI."
The Progress Monitoring Tools Chart, in addition to the previously released Screening Reading Tools Chart, can be found on the NCRTI website at www.rti4success.org.
Accelerated Math is a scientifically based, continuous progress-monitoring system for educators that produces daily, personalized, student math practice and assessments. Accelerated Math meets all National Center on Student Progress Monitoring criteria for scientifically based progress-monitoring tools, and was favorably reviewed by the Comprehensive School Reform Quality Center and the Northwest Regional Educational Development Laboratory.
The company's suite of STAR products is used by more than 47,000 schools, and provides screening, progress-monitoring, and diagnostic assessment results. Each is completely computer administered and requires little administration time to achieve reliable data. Assessments may be repeated frequently throughout the year for progress monitoring at no additional cost.
About Renaissance Learning, Inc.
Renaissance Learning, Inc. is the world's leading provider of computer-based assessment technology for pre-K-12 schools. Adopted by more than 74,000 schools, Renaissance Learning's tools provide daily formative assessment and periodic progress-monitoring technology to enhance core curriculum, support differentiated instruction, and personalize practice in reading, writing and math. Renaissance Learning products help educators make the practice component of their existing curriculum more effective by providing tools to personalize practice and easily manage the daily activities for students of all levels. As a result, teachers using Renaissance Learning products accelerate learning, get more satisfaction from teaching, and help students achieve higher test scores on state and national tests. Renaissance Learning has seven U.S. locations and subsidiaries in Canada and the United Kingdom.