The Phase II evaluation of Lalilo, independently conducted by WestEd, focused on the program’s impact on first grade students' literacy skills and reading attitudes. The quasi-experimental study involved 29 teachers and their students, divided into treatment and comparison groups. Results included detecting that Lalilo had a large significant positive impact on students’ oral reading fluency skills. This is an important outcome because fluency is both a critical component of literacy and a strong predictor of later reading success. Effects were particularly strong for students needing the most support. Teachers and students reported high satisfaction with the program, and in particular teachers highlighted its effectiveness in improving both student engagement and reading skills.Citation: Soo Ping Chow, A., Nilsen, K., Cruz, J., & Ciancio, D. (2024). Impact and implementation evaluation of Lalilo: Phase II report. WestEd.The executive summary is available online: <https://docs.renaissance.com/R67886>.(Email research@renaissance.com to request a copy of the full study from the Renaissance Research Department.)

From the study: "The purpose of this report was to evaluate the Lalilo software program. Three research questions guided the current study.1. Do students in classrooms using Lalilo experience more growth in literacy skills relative to students in classrooms that do not use the program? Overall, students in schools that used Lalilo grew at a greater rate than students in schools that did not use Lalilo.2. Do classrooms that follow best practice guidelines for the program confer greater student growth relative to classrooms that do not? More specific measures of fidelity or usage benchmarks may shed light on the relationship between adherence to best practice guidelines and student growth in early literacy skills.3. To what degree is the intensity in which Lalilo is used (e.g., number of lessons completed / number of minutes program was used) related to the magnitude of growth in literacy skills amongst students in classrooms that use the program?Increasing the number of minutes or days spent using Lalilo was not critical to the improvement in weekly growth of early literacy skills. Instead increasing the number of learning objectives validated resulted in the largest improvements".Citation: Van Norman, E. R., & Forcht, E. R. (2024). An evaluation of the impact of the Lalilo software program: Research report prepared for Renaissance Learning. Center for Promoting Research to Practice, Lehigh University.The study is available online: <https://docs.renaissance.com/R67557>.

From the abstract: "Flocabulary contracted with LearnPlatform by Instructure (LearnPlatform), a third-party edtech research company, to examine the impact of Flocabulary usage on learning outcomes. LearnPlatform designed the study to satisfy Level II requirements (Moderate Evidence) according to Every Student Succeeds Act (ESSA)."The full study is available online: <https://docs.renaissance.com/R68502>.

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>.

From the abstract: "Nearpod contracted with LearnPlatform, a third-party edtech research company, to examine the impact of Nearpod on learning outcomes. LearnPlatform designed the study to satisfy Level II requirements (Moderate Evidence) according to Every Student Succeeds Act (ESSA)."The study is available online: <https://news.nearpod.com/Nearpod-ESSA-Level-II-Report.pdf>.

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>.

From the abstract: "From January to June 2020, we conducted a randomized controlled efficacy study of the Lalilo software on learning to read. The results suggest a positive impact of using Lalilo in the classroom and then at home when schools closed. These results are encouraging for Lalilo and suggest that use in the context of pedagogical continuity has a positive impact on literacy skills. Here we present our methodology and discuss the limitations of this study."The Full Report is available online: <https://docs.renaissance.com/R63386>.

"The purpose of our research was to cobine the efforts of the Education 230 Research Group and myON, Renaissance to enhance the Hungarian Education System. Within the wframework of the research, the objectie was to conduct research regarding the effects of using the ditial reading program myON on the acquistiation of English as a second language, as measured by Star, Renaissance assessments. . . Our findings highlight that myON has positive impacted both teachers' ability to utilize feedback from assessments and students' ESL reading and language acquistion wihile also having an emporing and motivating effect on both."Citation: Education 2030 Research Group. (2020). Using modern digital learning programs to scaffold learning in grades 5-8: Research report on the effects of using a digital reading program, myON by Renaissance to support the acquisition of English as a foreign language. Eszterházy Károly University.Email research@renaissance.com to request a copy of the report from the Renaissance Research Department.

From the summary: "After rolling out a 1:1 Chromebook initiative, Eastside Elementary in Hendry County, Florida faced a challenge: how could they best utilize their new technology to maximize student growth? And how could they leverage technology to support English Language Learners (ELL) students? The district wanted to increase student engagement while keeping teachers in control of their classrooms. After Nearpod trained Eastside teachers on its interactive platform, not only did ELL students benefit, but all students experienced Nearpod’s transformative effects on learning."The full article is available online: <https://news.nearpod.com/pdf/Nearpod's+Impact+on+Student+Achievement+v14.pdf>.

From the abstract: "The purpose of this quantitative causal comparative study was to examine to what extent if any, there was a difference in academic and recreational reading motivation and reading achievement between third grade students who participated in the Accelerated Reading curriculum (AR) (reading software management system), as defined in definitions and students who did not. This study investigated a sample of 137 third-grade students in a suburban school in central Florida. One group of 69 third grade students participated in the AR curriculum in year 2015-2016, while a demographically similar group of 68 students did not participate in the AR curriculum. Quantitative methodology and causal comparative design were used to investigate if any differences in two groups of students existed on three dependent variables (academic reading motivation, recreational reading motivation, and FSA reading scores), as a result of participation or no participation in an AR curriculum. Students either participated in an AR curriculum group or a group with no exposure to an AR curriculum, and all third-grade students were compared on the three dependent variables. Data analysis in the study involved the use of a multivariate analysis of variance (MANOVA) statistical model. The results in this study will add to the knowledge available for educators to assist in determining the most effective use of limited instructional funds."Citation: Sierra, K. E. (2018). A quantitative causal-comparative study of the effect of accelerated reading on elementary school students' reading achievement and motivation (13425288) [Doctoral dissertation, Grand Canyon University]. ProQuest Dissertations & Theses.

From the abstract: "The impetus for this study was to determine how Accelerated Reader influences the reading attitudes of fourth grade students of varied reading proficiencies who had been exposed to Accelerated Reader since kindergarten. Interested in students' attitudes and motivation toward reading, I examined fourth grade students' reading motivation among two award winning Blue Ribbon Schools in East Tennessee, one of which used Accelerated Reader as the pathway to literacy success while the other did not. Comparisons between the two schools were made in order to determine if there were differences in students' attitudes and motivation toward reading. This explanatory mixed methods study incorporated both quantitative and qualitative research methods. Data were generated through the Motivation to Read Profile-Revised survey and semistructured individual interviews. The quantitative results indicated that in relation to the overall MRP-R survey, there were no statistically significant differences between students who participate in Accelerated Reader and those who do not. There was not a statistical difference between the AR school and the school without AR regarding survey questions aligned to selfconcept. There was a significant difference found on the subcategory of value of reading among the two schools. The AR school produced higher scores on the survey questions aligned to value of reading.After the initial quantitative analysis was conducted, interview questions were formulated to delve more deeply into these findings. When incorporating Explanatory Sequential Models, the qualitative phase follows the quantitative analysis to more fully elucidate the narrative behind the numbers generated. The results obtained from these differing methods of research produced findings that were sometimes contradictory. These contradictions were discovered through the semi-structured interview questions that were intended to further explicate the quantitative findings."Citation: Boone, L. S. (2017). Agony or ecstasy: A mixed methods study of the Accelerated Reader program and students' attitudes toward reading [Doctoral dissertation, University of Tennessee].The full report is available online: <https://trace.tennessee.edu/cgi/viewcontent.cgi?article=5696&context=utk_graddiss>.

From the abstract: "The purpose of this action research project was to determine if the use of a supplemental computerized math practice program increases student achievement in the fractions domain for fifth graders. Two fifth grade math classes received the same classroom instruction. However, one class also utilized a computerized program three times per week for 20-30 minutes over a six-week period. Data was collected through quantitative pre- and post-assessments, quantitative survey questions, and qualitative student responses. Analysis of the data collected suggests that using the supplemental computerized math program, Freckle Math (formerly Front Row Education), in addition to regular classroom instruction, increases student achievement in the fractions domain at the fifth grade level."Citation: Tesch, S. (2017). Math technology: Assessing the education value of a supplemental practice program (Master's thesis). Northwestern College, Orange City, Iowa.The research study is available online: <https://nwcommons.nwciowa.edu/education_masters/19/>.

From the abstract: "WestEd--a nonpartisan, nonprofit research, development, and service agency--partnered with Freckle to explore whether students who use Freckle exhibitdifferent mathematics achievement outcomes than students who do not use Freckle. A rural school shared data on Freckle adoption and student scores on the Northwest Evaluation Association's (NWEA) Measure of Academic Progress (MAP) in mathematics with Freckle. WestEd used these data to conduct an independent analysis to determine whether or not Freckle use was associated with higher NWEA MAP test scores. Results are consistent with the hypothesis that using Frecklein the classroom results in higher achievement in mathematics. Limitations to the study and future research directions are also discussed."Citation: Freckle Education, & WestEd. (2016). Exploratory analysis of students' mathematics achievement after using Freckle. San Francisco, CA: Freckle Education.The research study is available online: <https://docs.renaissance.com/R63353>.