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: "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/>.

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>.

To develop Pathway to Proficiency reports for Iowa Star Reading and Star Math Enterprise schools on the Renaissance Place hosted platform, we linked our scaled scores with the scaled scores from Iowa's achievement test. This technical report details the statistical method behind the process of linking Iowa's state tests (IA) and Star Reading and Star Math scaled scores. Sample Pathway to Proficiency and related reports are also included. The full report is available online: <https://docs.renaissance.com/R52870>.

DETAILS: School Profile: 390 students in grades pre-K-5; Demographics: Rural, Title I, targeted assistance, Free/reduced lunch: 54%, Mobility: 7%; Race/Ethnicity: Asian/Pacific Islander: 3%, Black/African American: 8%, Hispanic/Latino: 1%, White: 88%; Measure: Iowa Test of Basic Skills (ITBS). Duration: 1998-2005. RESULTS: At Hawthorne Elementary, since fully implementing Accelerated Reader, Accelerated Math, and MathFacts in a Flash, in tandem with Renaissance's research-based best practices, students scores on the ITBS have risen dramatically. Most notably, since fall of 2003, more than 90% of students have scored proficient in reading, and from 2001 to 2005 the percent of students proficient in math has grown 25.9%. As a result, Hawthorne Elementary welcomes visitors from the district and community and has become an example for implementations at other elementary schools. REPORTING EDUCATOR: Sharon Kokemuller, principal. The full report is available online: <https://docs.renaissance.com/R38272>.

DETAILS: 452 students in grades: Pre-K-5; Demographics: Rural, Title I: 24%, Free/reduced lunch: 49%, Mobility: 15%, Limited English proficiency: .4%; Race/Ethnicity: Black or African American: 8%, White: 81%, Hispanic or Latino: 10%, Asian or Pacific Islander: 1%. RESULTS: After using Accelerated Reader and Accelerated Math with best practices, Iowa Test of Basic Skills (ITBS) reading and math scores increased, and library circulation increased by 56.5%. REPORTING EDUCATOR: Vicki Stephenson, principal. The full report is available online: <https://docs.renaissance.com/R34891>.

DETAILS: School Profile: Grades K-5. REULTS: After using Accelerated Reader, reading scores on the Iowa Test of Basic Skills (ITBS) increased from the 40th to the 70th percentile. REPORTING EDUCATOR: Melanie M. Poock, district Title I reading specialist; Paul Brooks, principal. The full report is available online: <https://docs.renaissance.com/R40700>.

DETAILS: Location: Throughout the US; Design: Independent, peer-reviewed; Sample: 659,214 students in grades K-12 at 2,193 schools; Measure: Accelerated Reader data. RESULTS: This study provided further evidence of the positive relationship between amount of reading practice and reading ability. In addition to gathering Accelerated Reader data for the study sample, 13,000 schools were also surveyed for the project, and the ethnicity and socioeconomic status of these students were found to be generally similar to U.S. students as a whole. Consistent with other research in the field, the study found that students in the highest quartile practiced reading 3.4 to 4.1 times more than students in the lowest quartile. In addition, the top 5% of readers read 144 times more than bottom 5%. The data also suggested that, on average, amount of reading practice increases until 6th grade and then declines. Finally, it was observed that schools using Accelerated Reader for 4 or more years had a 64% higher level of reading practice compared to schools using Accelerated Reader for 1 year. PLEASE NOTE: The Summary of this peer-reviewed journal article: Topping, K. J., & Paul, T. D. (1999). Computer-assisted assessment of practice at reading: A large scale survey using Accelerated Reader data. Reading and Writing Quarterly, 15(3), 213-231 is available online: <https://docs.renaissance.com/R33255>. For a copy of the Full Article, email the Renaissance Research Department: research@renaissance.com.

DETAILS: Design: Correlational; Sample: Data for 659,214 students in grades K-12. RESULTS: This study of reading is one of the largest ever conducted and collected reading performance data for 659,214 K-12 students. Key findings concluded students spend only seven minutes per day practicing reading, and reading practice declines markedly after 5th grade. The full report is available online: <https://docs.renaissance.com/R11830>.