Evidence that STARI works
Our Research
STARI was tested in a large-scale randomized trial across four districts in the 2013-2014 school year. Eligible students were chosen by lottery (random assignment), and Capti Assess
with ETS® ReadBasix™ (formerly the RISE) and GISA assessments were used to measure impact.
Evaluation of STARI was led by James Kim (Harvard University). Results published in: Kim, J. S., Hemphill, L., Troyer, M. T., Thomson, J. M., Jones, S. M., LaRusso, M. & Donovan, S. (2017). Engaging struggling adolescent readers to improve reading skills. Reading Research Quarterly, 52 (3), 357-382. https://doi.org/10.1002/rrq.171
Curriculum Developer Margaret Troyer explains the evidence of STARI's effectiveness.
Preliminary results:
- STARI students outperformed students in the control group on all six subtests, even though the large majority of control group students received other reading interventions.
- STARI students scored 8 percentile points higher, on average, in both Efficiency of Basic Reading Comprehension and Word Recognition and 7 points higher in Morphological Awareness than control students.
- STARI students substantially reduced the gap between their reading skills and the skills of classmates who scored proficient on the state reading/ELA assessment.
ITT
(“intent-to-treat”) represents the​ ​impact for all students who were assigned to STARI, regardless of the amount of curriculum they completed. But the amount of the program students actually covered mattered.​ ​TOT
(“treatment-on-the-treated”) represents the​ ​impact​ ​when controlling for engagement with the program, as measured by the percent of workbook pages on which students had done any work.
Figure 1. Impact of STARI on the ETS ReadBasix components and the GISA in 2013-2014. To make comparisons across subtests simpler, comparison group performances have been standardized at the 50th percentile. +p < .10; *p < .05; **p < .01