This large Freckle for Math study involved more than 250,000 students from Grades 3-5 and examined Freckle for Math usage and growth in general math ability (Star Student Growth Percentile) over the fall-to-spring period in the 2022-2023 school year. Students in grades 3-5 who used Freckle for Math at or above recommended levels experienced significantly greater growth than students using the program below recommended levels or not at all, particularly if the recommended usage spanned a larger portion of the school year. Using Freckle for Math at or above recommended usage levels promoted significantly greater growth among students in different educational settings (e.g., urban/suburban/rural, economically disadvantaged school classified as Title I), and among students using the program in small groups and large groups. Using Freckle for Math at or above recommended usage levels also promoted significantly greater growth for students of differing characteristics, including at risk students who struggle with math and English Language Learners.The full study is available online: <https://docs.renaissance.com/R67897>.

From the abstract: "Nearpod contracted with LearnPlatform by Instructure, a third-party edtech research company, to examine whether usage of Nearpod was associated with improved outcomes for students during the 2021-22 school year in a large urban district. LearnPlatform designed the study to satisfy Level III requirements (Promising Evidence) according to the Every Student Succeeds Act (ESSA, 2015; USDE, 2016)."The study is available online: <https://docs.renaissance.com/R67132>.

DETAILS: Location: Chicago, Illinois; Design: Independent, experimental; Sample: 344 students and 19 teachers in 3 elementary schools; Measure: Star Reading; Duration: 1 school year. RESULTS: Teachers in grades one through four at three urban elementary schools were randomly assigned to use Accelerated Reader in their classes or serve in the control group. Students were pre- and posttested with Star Reading. Students in classes using Accelerated Reader experienced significant gains in reading achievement with a large effect size of d = 0.99. When compared to the control group, the Accelerated Reader group outperformed non-Accelerated Reader students at each grade level. As a whole, the Accelerated Reader group experienced significantly higher gains with moderate effect size of d = 0.38. PLEASE NOTE: the full report: Magnolia Consulting. (2010). A final report for the evaluation of Renaissance's Accelerated Reader program. Charlottesville, VA: Author.(Email research@renaissance.com to request a copy of the full report from the Renaissance Research Department.) The citation for the journal article is Shannon, L. C., Styers, M. K., Wilkerson, S. B., & Peery, E. (2015). Computer-assisted learning in elementary reading: A randomized control trial. Computers in the Schools, 32(1), 20-34.

DETAILS: Location: 19 U.S. states, 1 Canadian province; Design: Correlational; Sample: 29 elementary, middle, and high schools; Measure: Library circulation measurements; Duration: Data spans 2-6 years. RESULTS: A number of research studies document the positive impact of Accelerated Reader on student reading achievement, motivation, and the amount of reading. One would expect that the combination of improved student motivation and teacher encouragement to read would affect library circulation. The purpose of this report was to review and summarize existing research on Accelerated Reader where library circulation was reported, which included 25 case studies, 3 journal articles, and 1 dissertation. The results showed that it is reasonable to conclude that students read more books while using Accelerated Reader, and are perhaps more motivated to read than before their schools implemented the program, so it can be expected that library circulation will increase. The full report is available online: <https://docs.renaissance.com/R37737>.

From the Abstract: "The purpose of this study was to investigate the impact of the Accelerated Reader program on elementary students' reading TAKS scores in an urban predominantly Hispanic Title I school. Namely, the study investigated the relationship among the amount of time spent reading, amount of reading, average AR test scores, and students' reaching AR goal in the Accelerated Reader Program, and students' reading achievement, as measured by the state high stakes standardized test, Texas Assessment of Knowledge and Skills (TAKS) test. Archival data contained AR reading records and TAKS reading scores for 300 elementary students in an urban predominantly Hispanic Title I school during 2007- 2008 and 2008-2009 school years was analyzed. A correlation design was utilized for this ex-post facto study to determine if a correlation exists between the reading achievement of the students, as measured by the Texas Assessment of Knowledge and Skill reading tests and the implementation of Accelerated Reader Program as measured by Engaged time in reading, AR points, AR average scores, and AR goal. The results showed there are low to moderate correlation between the Accelerated Reader program's major components AR Engaged Time, AR points, AR average correct, AR goal, and The TAKS reading test. Surprisingly, we found very 1 provocative results; 100% of the students who did not pass TAKS-Reading also did not reach their AR Goal; 100% of the students who reach their AR goals also passed TAKS reading tests." The full report is available online: <http://hdl.handle.net/10657/447>.

This case study details the reading achievement growth the Cleveland Metropolitan School District (CMSD) attributes to the district's use of Accelerated Reader. Since districtwide implementation of Accelerated Reader in Cleveland during the 2008-09 school year, the percent of students scoring Proficient on the Ohio Achievement Assessments (OAA) has been on the rise, and a closer look at the data shows students who used Accelerated Reader saw their scaled score points improve an average of 0.13 points for every book read, 0.57 points for every additional minute of daily engaged reading time (ERT), and 0.66 points for every additional average percent correct (APC). Also included are powerful quotes from the educators using Accelerated Reader. REPORTING EDUCATOR: Eric Gordon, Chief Academic Officer. The report is available online: <https://docs.renaissance.com/R45891>.

DETAILS: Location: McKinney, Texas; Design: Independent, quasi-experimental, peer-reviewed; Sample: nine elementary and two middle schools, and matched controls; Measures: Texas Learning Index (TLI), Texas Assessment of Academic Skills (TAAS); Duration: 5 years. RESULTS: This retrospective, longitudinal study compared student achievement as measured by the TLI and TAAS between students using Renaissance progress-monitoring tools and matched controls. Researchers found statistically significant, positive effects of Accelerated Reader/Accelerated Math software and best practices on reading and mathematics achievement for elementary students, and on mathematics achievement for middle school students. Students in high-implementation schools scored even higher than comparison schools or low-implementation schools. PLEASE NOTE: The Summary of two publications: 1) peer-reviewed journal article: Nunnery, J. A., & Ross, S. M. (2007). The effects of the School Renaissance program on student achievement in reading and mathematics. Research in the Schools, 14(1), 40-59., and 2) the technical report: Nunnery, J. A., Ross, S. M., & Goldfeder, E. (2003). The effect of School Renaissance on TAAS scores in the McKinney ISD. Memphis, TN: University of Memphis, Center for Research in Educational Policy. Is available online: <https://docs.renaissance.com/R39640>. A copy of the Full Article is available online: <https://web.archive.org/web/20130722102850/http://www.memphis.edu/crep/pdfs/Effects_of_School_Renaissance-JournalArticle.pdf>. The Full Technical Report is available online: <https://files.eric.ed.gov/fulltext/ED500027.pdf>.

DETAILS: School Profile: 870 students in grades pre-K-5; Demographics: Urban, Title I, Bilingual, Free/reduced lunch: 91%; Race/Ethnicity: Hispanic/Latino: 92%, White: 5%, Asian/Pacific Islander: 3%; Measure: Texas Assessment of Knowledge and Skills (TAKS); Duration: 2003-2006. RESULTS: Since beginning to use Accelerated Reader, the percent of students at Contreras Elementary that have Met Standards in reading on the TAKS has grown steadily in each grade tested. Fifth-grade scores in particular have grown 34 percentage points, from 55% of students scoring proficient in 2003 to 89% of students scoring proficient in 2006. What's more, the impact of Accelerated Reader to encourage teacher-guided, independent reading of self-selected books and the schools support of parent-child programs to foster a love of reading has prompted students to check out almost 60,000 more books in 2006 as compared to when Accelerated Reader was first implemented in 2001. REPORTING EDUCATOR: Linda Lawrence. The full report is available online: <https://docs.renaissance.com/R39016>.

DETAILS: Location: New York, NY; Denver, CO; and Monroe, LA Design: Independent, correlational; Sample: 10,617 students in grades 1-12 at 43 schools; Measures: Star Reading, Colorado Student Assessment Program (CSAP), Louisiana Educational Assessment Program (LEAP); Duration: 1 school year. RESULTS: The Carmel Hill Fund Education Program uses Accelerated Reader as its primary means to help schools improve. A collaboration between The Carmel Hill Fund and Renaissance's Research Department, this report examines the impact of Accelerated Reader on student achievement and teacher and principal opinions during the 2005-2006 academic year. Findings were confirmed by an independent, external statistician. Overall, data from Accelerated Reader, Star Reading, the CSAP, the LEAP, and educator surveys indicated that Carmel Hill is successfully helping disadvantaged schools improve student reading performance. Report available online: <https://docs.renaissance.com/R38852>

DETAILS: Location: Central and Northern Georgia; Design: Independent, quasi-experimental, peer-reviewed; Sample: 2,287 students at 4 elementary schools; Measures: Georgia Criterion-Referenced Competency Test (CRCT), Star Reading; Duration: 3 years. RESULTS: Of the 4 Title I schools in the sample, 2 were located in urban areas and 2 were located in rural areas. One school in each area was either a high or low implementer of Accelerated Reader and Accelerated Math. Results from the CRCT indicated that students in the 2 high-implementing schools outperformed students in the 2 low-implementing comparison schools overall (Effect size, ES = 0.65) and in reading (ES = 0.50), language arts (ES = 0.71), and math (ES = 0.75). Researcher observations confirmed that the 2 high-implementation schools engaged in Accelerated Reader best classroom practices and Accelerated Math best classroom practices more often than the 2 low-implementation schools. Teachers in all schools expressed positive attitudes towards Accelerated Math and Accelerated Reader.PLEASE NOTE: The Summary of two publications: 1) peer-reviewed journal article: Holmes, C. T., Brown, C. L., & Algozzine, B. (2006). Promoting academic success for all students. Academic Exchange Quarterly, 10(3), 141-147., and 2) the technical report: Holmes, C. T., & Brown, C. L. (2003). A controlled evaluation of a total school improvement process, School Renaissance (Tech. Rep.). Athens: University of Georgia, Department of Educational Administration. is available online: <https://docs.renaissance.com/R38788>. For a copy of the Full Peer-Reviewed Article, email research@renaissance.com. The Full Technical Report is available online: <https://files.eric.ed.gov/fulltext/ED474261.pdf>.

DETAILS: School Profile: 1,475 students in grades: 9-12; Demographics: Urban. RESULTS: Since implementing Accelerated Reader with best practices, the percent of students labeled Successful on the Ontario Secondary School Literacy Test increased by 11 percentage points and library circulation more than quadrupled. REPORTING EDUCATOR: Maria Davis, teacher-librarian. The full report is available online: <https://docs.renaissance.com/R37699>.

DETAILS: Location: Memphis, Tennessee; Design: Independent, experimental, peer-reviewed; Sample: 1,665 students and 76 teachers at 11 elementary schools; Measures: Star Early Literacy, Star Reading; Duration: 1 school year. RESULTS: In this study, teachers at urban elementary schools were randomly assigned to use or not use Accelerated Reader. Star Early Literacy and Star Reading results showed significant gains and moderate to large effect sizes in grades K-2 and small to moderate effect sizes in grades 3-6. Eighty-three percent of the students in grades 3-6 were eligible for free or reduced-price lunch. Students with learning disabilities benefited most in classrooms with high-implementation of Accelerated Reader compared to those in low- or no-implementation classrooms. PLEASE NOTE: The Summary of this peer-reviewed journal article: Nunnery, J. A., Ross, S. M., & McDonald, A. (2006). A randomized experimental evaluation of the impact of Accelerated Reader/Reading Renaissance implementation on reading achievement in grades 3 to 6. Journal of Education for Students Placed at Risk, 11(1), 1-18. is available online: <https://docs.renaissance.com/R37112>. For a copy of the Full Article, email the Renaissance Research Department: research@renaissance.com. The initial report upon which this article is based, Ross, S. M., Nunnery, J., & Goldfeder, E. (2004). A randomized experiment on the effects of Accelerated Reader/Reading Renaissance in an urban school district: Final evaluation report. Memphis, TN: University of Memphis, Center for Research in Educational Policy, is also available online: <https://docs.renaissance.com/R40767>.

DETAILS: School Profile: 250 students in grades: K-1, 4-6; Demographics: Inner-city school, Title I, Limited English proficiency: 1.3%, Free or reduced lunch: 74%; Race/Ethnicity: Black or African American: 53.1%, White: 29.8%, Hispanic or Latino: 14.5%, Asian or Pacific Islander: 2.2% American Indian or Alaska Native: 0.4%. RESULTS: Since implementing Accelerated Reader with best practices, the percentage of 5th-grade students meeting or exceeding reading state standards jumped from 64.7% in 2003 to 83.5% in 2005 on the Deleware State Testing Program. REPORTING EDUCATOR: Diane D'Angelo, English language arts instructional coach. The full report is available online: <https://docs.renaissance.com/R35318>.