Renaissance tools, including Accelerated Reader, eduCLIMBER, myIGDIs, myON, Nearpod, and Star Assessments, are supported by peer-reviewed research. This document provides a list of the peer-reviewed research available for reading and math practice products as well as assessment products. This document is only available online: <https://docs.renaissance.com/R35595>.

The International Certification of Evidence of Impact in Education (ICEIE) has granted Renaissance's Freckle for Math the Silver badge (ESSA Tier 2) for Efficacy in enhancing learning outcomes.The full certification is available online: <https://eduevidence.org/products/>.

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>.

These Freckle for Math and Freckle for ELA studies involved more than 420,000 students from Grades K-12 (math) and Grades K-12 (ELA). The studies examined Freckle usage, normative achievement on Star Assessments, and growth in general math or reading ability (Star Student Growth Percentile) over the fall-to-spring period in the 2022-2023 school year. Practice with Freckle was associated with a greater percentage of students meeting Star proficiency benchmarks at the end of the year compared to the beginning of the year, and higher levels of growth in general math or reading ability. These positive outcomes increased as students engaged in practice that met or exceeded Freckle usage guidelines and as students used the program for a larger portion of the school year.The full study is available online: <https://docs.renaissance.com/R67477>.

This document examines the evidence base for Freckle for Math that meets the requirements of Every Student Succeeds Act (ESSA).The full report is available online: <https://docs.renaissance.com/R62566>.

From the abstract: "Renaissance contracted with LearnPlatform, a third-party edtech research company, to examine the impact of Freckle usage on student math outcomes. LearnPlatform designed the study to satisfy Level II requirements (Moderate Evidence) according to the Every Student Succeeds Act (ESSA)."The full study is available online: <https://docs.renaissance.com/R67497>.

LearnPlatform certifies that Renaissance's Freckle meets the standards of Every Student Succeeds Act (ESSA) aligning with Level IV "Demonstrates Rationale."The study is available online: <https://docs.renaissance.com/R67514>.

From the abstract: "As teacher shortages become greater and student needs increase, schools are trying to find ways to implement Tier II interventions to a growing population of students with fewer qualified adults. Many schools are turning to technology-mediated interventions to meet the needs of students. This study compared the effectiveness of the technology-mediated intervention Freckle to teacher-directed instruction interventions on the overall performance of students on their yearly growth on the Fastbridge aMath test. The study found that both interventions had a similar effect on overall performance, with the technology-mediated intervention being slightly less effective for those students that have trouble with self-directed instruction."Citation: Den Hartog, K. (2023). Teacher-directed interventions vs. Freckle: A study in the efficacy of Tier II Interventions [Master's thesis, Dordt University].The study is available online: <https://digitalcollections.dordt.edu/cgi/viewcontent.cgi?article=1171&context=med_theses>.

These Freckle for math and Freckle for ELA studies involved more than 450,000 students from Grades 1-12 (math) and Grades K-12 (ELA). The studies examined Freckle usage, normative achievement on Star Assessments, and growth in general math or reading ability (Star Student Growth Percentile) over the fall-to-spring period in the 2021-2022 school year. Practice with Freckle was associated with a greater percentage of students meeting Star proficiency benchmarks at the end of the year compared to the beginning of the year, and higher levels of growth in general math or reading ability. These positive outcomes increased as students engaged in practice that met or exceeded Freckle usage guidelines and as students used the program for a larger portion of the school year.The Full Report is available online: <https://docs.renaissance.com/R64618>.

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

This white paper contains the research foundation for Freckle. The Full Report is available online: <https://docs.renaissance.com/R63478>.

From the abstract: "There is no denying the impact that the coronravirus disease (COVID-19) outbreak has had on many aspects of our lives. This article looks at the potential impact of COVID-19 on student learning as schools abruptly morphed into virtual learning environments using data from several instructional, practice, and assessment solutions offered by Renaissance. First, three hypothetical learning scenarios are considered using normative data from Star assessments to explore the potential impact on reading and math test performace. Next, data on Focus Skills are used to highlight which grades may have missed the most foundational math and reading content if instruction was stopped or reduced. Last, data from two of Renaissance's practice tools are used to evaluate whether students were practicing key skills following school closures. The article concludes that academic decline will likely occur but may be tempered by the increased use of practice tools; effects may look different for math and reading; and may impact grades and schools differently. As such, schools may need to leverage decision-making frameworks, such as the Multi-tiered Systems of Support/Response-to-Intervention (MTSS/RTI) framework, more than ever to identify needs and target instruction where it matters most when school begins in fall 2020."Citation: Wyse, A. E., Stickney, E. M., Butz, D., Beckler, A., & Close, C. N. (2020). The potential impact of COVID-19 on student learning and how schools can respond. Educational Measurement: Issues and Practice, 39(3), 60-64. The Full Article is available online: <https://doi.org/10.1111/emip.12357>.

This study involved 10,000 students from Grades 1-12 and examined Freckle Math usage and growth in general math ability (Star Math Student Growth Percentile) over the fall-to-winter period in the 2019-2020 school year. With sustained use of Freckle Math following recommended usage guidelines for minutes per day (15 to 30 minutes per day, depending on grade level), students consistently demonstrated greater than expected increases in general math ability.The Full Report is available online: <https://docs.renaissance.com/R63038>.