The Universal Evidence Reports Library
Below is a full collection of all UERs available today. This list is updated periodically as new UERs are submitted. Each column is sortable, but you can also download the complete spreadsheet to manipulate as you see fit. To view the full UER for a specific study, just click on the appropriate Study Title.
All studies with ESSA Levels were validated by LearnPlatform’s external research team. Our research team has over 60 years of experience and includes multiple certified WWC reviewers. If you would like to learn more about our validation process, click here.
| Validated ESSA Level | Provider Name | Solution Name | Study Title | Findings | Study Date | Study Design | State | Grade | Outcome Measure | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| ABCya! | ABCya! | Improving Preschoolers' Number Sense Using Computer Math Games | Neutral | 2022 | With a comparison group | IA | PK | Researcher-developed | ||||||||||
| McGraw Hill | ALEKS | ALEKS constructs as predictors of high school mathematics achievement for struggling students | Positive | 2021 | Without a comparison group | Multiple | 9-12 | Student grade (school) | ||||||||||
| McGraw Hill | ALEKS | Does ALEKS Help with Mathematical Retention as Measured on the ACT | Positive | 2020 | With a comparison group | OH | 9-12 | Math ACT | ||||||||||
| McGraw Hill | ALEKS | Effects Of Adaptive Learning Technologies On Math Achievement: A Quantitative Study Of Aleks Math Software | Positive | 2017 | With a comparison group | Multiple | 3-5, 6-8, 9-12 | NWEA MAP | ||||||||||
| McGraw Hill | ALEKS | Effects Of Educational Technology On Mathematics Achievement For K-12 Students In Utah | Positive | 2015 | With a comparison group | UT | 3-5, 6-8, 9-12 | Utah state math assessment | ||||||||||
| McGraw Hill | ALEKS | Online Learning Persistence and Academic Achievement | Neutral | 2012 | With a comparison group | TN | 6-8 | TCAP | ||||||||||
| McGraw Hill | ALEKS | The Relationship Between Student Performance On ALEKS Software And Standardized Tests | Positive | 2019 | With a comparison group | Multiple | 6-8 | State standardized assessment | ||||||||||
| Apex Learning | Apex Learning | Three Years of Gain: The Impact of Apex Learning Tutorials on Middle School Student Achievement | Positive | 2019 | Without a comparison group | Multiple | 6-8 | Gain scores on module assessments | ||||||||||
| IV | BeeReaders | BeeReaders | BeeReaders Logic Model: ESSA Evidence Level IV | Not Applicable | 2022 | Logic model | NA | NA | Not applicable | |||||||||
| BrainPOP | BrainPOP | The Impact of BrainPOP on State Assessment Results | Positive | 2016 | With a comparison group | CO | 3-5, 6-8 | PARCC | ||||||||||
| BrainPOP | BrainPOP | The Impact of BrainPOP on State Assessment Results | Positive | 2016 | With a comparison group | CO | 3-5, 6-8 | PARCC | ||||||||||
| BrainPOP | BrainPOP | The Impact of BrainPOP on State Assessment Results | Positive | 2016 | With a comparison group | NY | 3-5, 6-8 | NYSA | ||||||||||
| BrainPOP | BrainPOP | The Impact of BrainPOP on State Assessment Results | Positive | 2016 | With a comparison group | TX | 3-5, 6-8 | STAAR | ||||||||||
| BrainPOP | BrainPOP | The Impact of BrainPOP on State Assessment Results | Positive | 2016 | With a comparison group | CA | 3-5, 6-8 | SBAC | ||||||||||
| IV | Breakout EDU | Breakout EDU | Breakout EDU Logic Model: ESSA Evidence Level IV | Not Applicable | 2022 | Logic model | CA | 3-5, 6-8 | Not applicable | |||||||||
| IV | CommonLit | CommonLit 360 | CommonLit 360 Logic Model Study Type: ESSA Evidence Level IV | Not Applicable | 2023 | Logic model | NA | NA | Not applicable | |||||||||
| IV | Discovery Education | DoodleMath | DoodleMath Logic Model Study Type: ESSA Evidence Level IV | Not Applicable | 2023 | Logic model | NA | NA | Not applicable | |||||||||
| Dreambox Learning | DreamBox Math | Evaluation of Rocketship Education’s Use of DreamBox Learning’s Online Mathematics Program | Positive | 2011 | With a comparison group | Multiple | K-2 | NWEA MAP | ||||||||||
| II | Edmentum | Exact Path | Impacts of Edmentum's Exact Path on Student Language Arts Achievement | Positive | 2019 | With a comparison group | Multiple | K-2, 3-5, 6-8 | Exact Path Diagnostic Language Arts | |||||||||
| II | Edmentum | Exact Path | Impacts of Edmentum's Exact Path on Student Reading Achievement | Positive | 2018 | With a comparison group | Multiple | K-2, 3-5, 6-9 | Exact Path Diagnostic Reading | |||||||||
| II | Edmentum | Exact Path | Impacts of Edmentum's Exact Path on Student Mathematics Achievement | Positive | 2018 | With a comparison group | Multiple | K-2, 3-5, 6-10 | Exact Path Diagnostic Mathematics | |||||||||
| IV | Explore Learning | Frax | Frax Logic Model: Study Type: ESSA Evidence Level IV | Not Applicable | 2022 | Logic model | NA | NA | Not applicable | |||||||||
| III | Explore Learning | Frax | Frax ESSA Level III Study (2021-22) | Positive | 2022 | Without a comparison group | CA | 3-5 | STAR Math | |||||||||
| III | Formative | Formative | Formative Pilot Study Report | Positive | 2021 | Without a comparison group | CA | 6-8, 9-12 | FastBridge aMath | |||||||||
| Formative | Formative | Formative Pilot Study Report | Neutral | 2021 | Without a comparison group | CA | 3-5, 6-8, 9-12 | FastBridge aMath | ||||||||||
| Formative | Formative | Formative Pilot Study Report | Neutral | 2021 | Without a comparison group | CA | 6-8, 9-12 | FastBridge aReading | ||||||||||
| Formative | Formative | Formative Pilot Study Report | Neutral | 2021 | Without a comparison group | CA | 3-5, 6-8, 9-12 | FastBridge aReading | ||||||||||
| Renaissance Learning | Freckle by Renaissance | Exploratory Analysis of Students’ Mathematics Achievement After Using Freckle | Positive | 2016 | With a comparison group | Multiple | K-2 | MAP scores | ||||||||||
| GeoGebra | GeoGebra | Effects of Brain-Based Teaching Approach Integrated with GeoGebra (B-Geo Module) on Students' Conceptual Understanding | Positive | 2022 | With a comparison group | International | 9-12 | Researcher-developed | ||||||||||
| GeoGebra | GeoGebra | GeoGebra and Students' Learning Achievement in Trigonometric Functions Graphs Representations and Interpretations | Positive | 2020 | With a comparison group | International | 9-12 | Researcher-developed | ||||||||||
| GeoGebra | GeoGebra | GeoGebra for Learning and Teaching: A Parallel Investigation | Positive | 2020 | With a comparison group | International | 9-12 | Researcher-developed | ||||||||||
| GeoGebra | GeoGebra | Origami and GeoGebra Activities Contribute to Geometric Thinking in Second Graders | Neutral | 2020 | With a comparison group | International | K-2 | Researcher-developed | ||||||||||
| GeoGebra | GeoGebra | Students’ Learning Experiences When using a Dynamic Geometry Software Tool in a Geometry Lesson at Secondary School in Ethiopia | Positive | 2015 | Single - Subject Research Design | International | 9-12 | Researcher-developed | ||||||||||
| GeoGebra | GeoGebra | Teaching of Geometry with GeoGebra Software in High School Students of an Educational Institution in Lima | Positive | 2018 | With a comparison group | International | 9-12 | Researcher-developed | ||||||||||
| GeoGebra | GeoGebra | Teaching of Geometry with GeoGebra Software in High School Students of an Educational Institution in Lima | Positive | 2018 | With a comparison group | International | 9-12 | Researcher-developed | ||||||||||
| GeoGebra | GeoGebra | Teaching of Geometry with GeoGebra Software in High School Students of an Educational Institution in Lima | Positive | 2018 | With a comparison group | International | 9-12 | Researcher-developed | ||||||||||
| GeoGebra | GeoGebra | The discovery teaching of the problem of finding the shortest distance with the help of Geogebra software in Vietnam | Positive | 2020 | With a comparison group | International | 9-12 | Researcher-developed | ||||||||||
| GeoGebra | GeoGebra | The Effect of Geogebra on Students’ Conceptual and Procedural Knowledge: The Case of Applications of Derivative | Positive | 2017 | With a comparison group | International | K-2 | Researcher-developed | ||||||||||
| GeoGebra | GeoGebra | The Effect of REACT Strategy Assisted by GeoGebra Software on Students' Mathematical Representation Ability | Positive | 2021 | With a comparison group | International | 6-8 | Researcher-developed | ||||||||||
| GeoGebra | GeoGebra | The Effect of Reciprocal Peer Tutoring Strategy Assisted by GeoGebra on Students’ Mathematical Communication Ability Reviewed from Gender | Positive | 2019 | With a comparison group | International | 9-12 | Researcher-developed | ||||||||||
| IV | Gladeo | Gladeo | Gladeo's Virtual Career Development Course Logic Model: Study Type: ESSA Level IV | Not Applicable | 2022 | Logic model | NA | NA | Not applicable | |||||||||
| Houghton Mifflin Harcourt | Go Math! | A Study Of The Instructional Effectiveness Of Go Math! | Positive | 2011 | With a comparison group | Multiple | 3-5 | Researcher-developed | ||||||||||
| Houghton Mifflin Harcourt | Go Math! | Go Math! Elementary Grades Efficacy Study Report Number: 503 | Positive | 2015 | Without a comparison group | Multiple | K-2, 3-5, 6-8 | Researcher-developed | ||||||||||
| IV | Happy Numbers | Happy Numbers | Happy Numbers Logic Model Study Type: ESSA Evidence Level IV | Not Applicable | 2022 | Logic model | NA | NA | Not applicable | |||||||||
| Curriculum Associates | i-Ready | An Impact Evaluation of i-Ready Instruction for Striving Learners Using 2018–2019 Data | Positive | 2021 | With a comparison group | Multiple | K-2, 3-5 | iReady | ||||||||||
| Curriculum Associates | i-Ready | i-Ready in 7th Grade Math Classes: A Mixed Methods Case Study | Positive | 2019 | With a comparison group | Multiple | 6-8 | SBAC | ||||||||||
| Curriculum Associates | i-Ready | Research on Impact of Ready Mathematics Blended Core Curriculum: Efficacy Research for Ready Mathematics and ESSA | Positive | 2018 | With a comparison group | Multiple | K-2, 3-5 | iReady | ||||||||||
| Curriculum Associates | i-Ready | The Impact of i-Ready Personalized Instruction during the 2020–2021 School Year | Positive | 2021 | With a comparison group | Multiple | K-2, 3-5 | iReady | ||||||||||
| IV | Teq | iBlocks | iBlocks Logic Model Study Type: ESSA Evidence Level IV | Not Applicable | 2022 | Logic model | NA | NA | Not applicable | |||||||||
| Imagine Learning | Imagine Math | Relationship Between Implementation Fidelity of Imagine Math and HISD Secondary Students Educational Achievement, 2018-2019 | Positive | 2019 | With a comparison group | TX | 6-8, 9-12 | STAAR | ||||||||||
| Imagine Learning | Imagine Math | The Effectiveness of Imagine Math for Improving Student Math Skills | Positive | 2018 | With a comparison group | CA | 3-5, 6-8 | SBAC | ||||||||||
| IV | Integrate School | Integrate | Integrate Logic Model: ESSA Evidence Level IV | Not Applicable | 2022 | Logic model | NA | NA | Not applicable | |||||||||
| IV | Intellivance | Intellivance | Intellivance: Logic Model: Study Type ESSA Evidence Level IV | Not Applicable | 2022 | Logic model | NA | NA | Not applicable | |||||||||
| Istation | Istation | The efficacy of a computer-adaptive reading program on grade 5 students’ reading achievement scores | Neutral | 2022 | With a comparison group | Multiple | 3-5 | Istation ISIP-AR | ||||||||||
| IXL Learning | IXL Math | A Study of Student Achievement, Teacher Perceptions, and IXL Math | Positive | 2012 | With a comparison group | OR | 3-5 | Oregon OAKS | ||||||||||
| IXL Learning | IXL Math | Assessing the Impact of IXL Math over Three Years: A Quasi-Experimental Study | Positive | 2019 | With a comparison group | OK | 3-5, 6-8 | Oklahoma OSTP | ||||||||||
| IXL Learning | IXL Math | Assessing the Impact of IXL Math over Three Years: A Quasi-Experimental Study | Positive | 2019 | With a comparison group | OK | 3-5, 6-8 | Oklahoma OSTP | ||||||||||
| IXL Learning | IXL Math | IXL Improves Math Skills for 4th Grade Students in Title I School | Positive | 2016 | With a comparison group | WA | 3-5 | SBAC | ||||||||||
| IXL Learning | IXL Math | Measuring the Impact of IXL Math and IXL Language Arts in California Schools | Positive | 2015 | With a comparison group | CA | 3-5, 6-8 | CAASPP math | ||||||||||
| IXL Learning | IXL Math | Measuring the Impact of IXL Math and IXL Language Arts in Florida Schools | Positive | 2015 | With a comparison group | FL | 3-5, 6-8 | FSA | ||||||||||
| IXL Learning | IXL Math | Measuring the Impact of IXL Math and IXL Language Arts in Georgia Schools | Positive | 2016 | With a comparison group | GA | 3-5, 6-8 | Georgia Milestones math | ||||||||||
| IXL Learning | IXL Math | Measuring the Impact of IXL Math and IXL Language Arts in Illinois Schools | Positive | 2015 | With a comparison group | IL | 3-5, 6-8 | PARCC math | ||||||||||
| IXL Learning | IXL Math | Measuring the Impact of IXL Math and IXL Language Arts in Indiana Schools | Positive | 2016 | With a comparison group | IN | 3-5, 6-8 | Indiana ISTEP+ | ||||||||||
| IXL Learning | IXL Math | Measuring the Impact of IXL Math and IXL Language Arts in Kentucky Schools | Positive | 2019 | With a comparison group | KY | 3-5, 6-8 | Kentucky K-PREP | ||||||||||
| IXL Learning | IXL Math | Measuring the Impact of IXL Math and IXL Language Arts in Massachusetts | Positive | 2018 | With a comparison group | MA | 3-5, 6-8 | Massachusetts MCAS | ||||||||||
| IXL Learning | IXL Math | Measuring the Impact of IXL Math and IXL Language Arts in Michigan Schools | Positive | 2017 | With a comparison group | MI | 3-5, 6-8 | Michigan M-STEP | ||||||||||
| IXL Learning | IXL Math | Measuring the Impact of IXL Math and IXL Language Arts in Minnesota Schools | Positive | 2016 | With a comparison group | MN | 3-5, 6-8, 9-12 | Minnesota MCA | ||||||||||
| IXL Learning | IXL Math | Measuring the Impact of IXL Math and IXL Language Arts in New Jersey Schools | Positive | 2016 | With a comparison group | NJ | 3-5, 6-8 | PARCC exam | ||||||||||
| IXL Learning | IXL Math | Measuring the Impact of IXL Math and IXL Language Arts in New York State Schools | Positive | 2015 | With a comparison group | NY | 3-5, 6-8 | NYSTP Math | ||||||||||
| IXL Learning | IXL Math | Measuring the Impact of IXL Math and IXL Language Arts in New York State Schools | Positive | 2015 | With a comparison group | NY | 9-12 | Regents exams | ||||||||||
| IXL Learning | IXL Math | Measuring the Impact of IXL Math and IXL Language Arts in North Carolina Schools | Positive | 2016 | With a comparison group | NC | 3-5, 6-8 | NC EOY assessment | ||||||||||
| IXL Learning | IXL Math | Measuring the Impact of IXL Math and IXL Language Arts in North Carolina Schools | Positive | 2017 | With a comparison group | NC | 9-12 | NC EOY assessment | ||||||||||
| IXL Learning | IXL Math | Measuring the Impact of IXL Math and IXL Language Arts in Ohio Schools | Positive | 2018 | With a comparison group | OH | 3-5, 6-8 | Ohio state assessment | ||||||||||
| IXL Learning | IXL Math | Measuring the Impact of IXL Math and IXL Language Arts in Pennsylvania Schools | Positive | 2018 | With a comparison group | PA | 3-5, 6-8 | Pennsylvania PASSA exam | ||||||||||
| IXL Learning | IXL Math | Measuring the Impact of IXL Math and IXL Language Arts in Texas Schools | Positive | 2017 | With a comparison group | TX | 3-5, 6-8 | STAAR math | ||||||||||
| IXL Learning | IXL Math | Measuring the Impact of IXL Math and IXL Language Arts in Virginia Schools | Neutral | 2018 | With a comparison group | VA | 6-8 | VA SOL math | ||||||||||
| IXL Learning | IXL Math | Measuring the Impact of IXL Math and IXL Language Arts in Virginia Schools | Positive | 2017 | With a comparison group | VA | 3-5 | VA SOL math | ||||||||||
| IXL Learning | IXL Math | Measuring the Impact of IXL Math in Hawaii Schools | Positive | 2016 | With a comparison group | HI | 3-5, 6-8, 9-12 | SBAC | ||||||||||
| IXL Learning | IXL Math | Blended Learning and Math Growth: Investigating the Role of IXL Math in the Growth of 5th Grade Students' Math Fluency Scores | Positive | 2017 | With a comparison group | IA | 3-5 | NWEA MAP | ||||||||||
| IXL Learning | IXL Math | The Effect of IXL Math among ELL and Special Education Students | Positive | 2019 | With a comparison group | IN | 3-5, 6-8 | Indiana LEARN | ||||||||||
| IXL Learning | IXL Math | The Effect of IXL Math and IXL Language Arts in an Indiana School District | Positive | 2019 | Without a comparison group | IN | 3-5, 6-8 | Indiana LEARN | ||||||||||
| IXL Learning | IXL Math | The Effect of Online Homework (IXL) on Students' Mathematics Achievement | Neutral | 2021 | With a comparison group | 6-8 | Researcher-developed | |||||||||||
| IXL Learning | IXL Math | The Impact of IXL Math and IXL ELA on Student Achievement in Grades Pre-K to 12 | Positive | 2019 | With a comparison group | Multiple | PK, K-5, 6-8, 9-12 | NWEA MAP | ||||||||||
| IXL Learning | IXL Math | The Impact of IXL on Math Achievement in a Florida School District | Positive | 2021 | Without a comparison group | MO | 3-5, 6-8 | Florida FSA Math | ||||||||||
| IXL Learning | IXL Math | The Impact of IXL on Math and ELA Learning in Missouri | Positive | 2019 | With a comparison group | MO | 3-5, 6-8 | Missouri state assessment | ||||||||||
| IXL Learning | IXL Math | The Impact of IXL on Math and ELA Learning in Colorado: A Quasi-Experimental Study | Positive | 2019 | With a comparison group | CO | 3-5, 6-8 | Colorado CMAS | ||||||||||
| IXL Learning | IXL Math | The Impact of IXL on Math and ELA Learning in Kansas | Positive | 2021 | With a comparison group | KS | 3-5, 6-8 | Kansas KAP | ||||||||||
| IXL Learning | IXL Math | The Impact of IXL on STEM Learning in Alabama Schools | Positive | 2019 | With a comparison group | AL | 3-5, 6-8 | School assessment | ||||||||||
| IXL Learning | IXL Math | The Impact of IXL on STEM Learning in Oklahoma Schools | Positive | 2019 | With a comparison group | OK | 3-5, 6-8 | Oklahoma OSTP | ||||||||||
| IV | Kaltura | Kaltura | Kaltura EDU Logic Model: ESSA Evidence Level IV | Not Applicable | 2022 | Logic model | NA | NA | Not applicable | |||||||||
| Khan Academy | Khan Academy | Assessing the use of technology and Khan Academy to improve educational outcomes in Sacatepéquez, Guatemala | Positive | 2016 | With a comparison group | International | 3-5, 6-8 | Researcher-developed | ||||||||||
| Khan Academy | Khan Academy | Can Khan Academy e-learning video tutorials improve mathematics achievement in Sri Lanka? | Positive | 2018 | With a comparison group | International | 9-12 | Researcher-developed | ||||||||||
| IV | Lessonbee | Lessonbee | Lessonbee Logic Model: ESSA Evidence Level IV | Not Applicable | 2022 | Logic model | NA | NA | Not applicable | |||||||||
| IV | Levered Learning | Levered | Levered Logic Model: ESSA Evidence Level IV | Not Applicable | 2022 | Logic model | NA | NA | Not applicable | |||||||||
| Mathletics | Mathletics.com | Technology Integration and the Effect on Mathematics Fact Fluency in the Middle East | Neutral | 2017 | With a comparison group | International | 3-5 | Researcher-developed | ||||||||||
| Mathletics | Mathletics.com | Technology Integration and the Effect on Mathematics Fact Fluency in the Middle East | Negative | 2017 | With a comparison group | International | 3-5 | Researcher-developed | ||||||||||
| I | Age of Learning | My Math Academy | Accelerating Early Math Learning with Research-Based Personalized Learning Games: A Cluster Randomized Controlled Trial | Positive | 2017 | With a comparison group | CA | PK | TEMA-3 | |||||||||
| III | Age of Learning | My Math Academy | Efficacy of an Adaptive Game-Based Math Learning App to Support Personalized Learning and Improve Early Elementary School Students’ Learning | Positive | 2019 | With a comparison group | CA | K-2 | Researcher-developed assessment | |||||||||
| IV | Age of Learning | My Math Academy | My Math Academy Logic Model Study Type: ESSA Evidence Level IV | Not Applicable | 2022 | Logic model | NA | NA | Not applicable | |||||||||
| Age of Learning | My Reading Academy | My Reading Academy Helps Prekindergarten and Kindergarten Students Strengthen Early Reading Skills and Become More Interested in Learning to Read: A Case Study of Implementation During the Pandemic | Positive | 2021 | Without a comparison group | TX | K-2 | iStation literacy assessment | ||||||||||
| Age of Learning | My Reading Academy | My Reading Academy Helps Prekindergarten and Kindergarten Students Strengthen Easrly Reading Skills and Become More Interested in Learning to Read: A Case Study of Implementation During the Pandemic | Positive | 2021 | Without a comparison group | TX | PK | Circle Progress Monitoring System for preK students | ||||||||||
| IV | Age of Learning | My Reading Academy | My Reading Academy Logic Model Study Type: ESSA Evidence Level IV | Not Applicable | 2022 | Logic model | NA | NA | Not applicable | |||||||||
| IV | Teq | OTIS for educators | OTIS for Educators Logic Model Study Type: ESSA Evidence Level IV | Not Applicable | 2022 | Logic model | NA | NA | Not applicable | |||||||||
| IV | Paper | Paper | Paper Logic Model: ESSA Evidence Level IV | Not Applicable | 2022 | Logic model | NA | NA | Not applicable | |||||||||
| PBS KIDS | PBS KIDS | Using Digital Media at Home to Promote Young Children's Mathematics Learning: Results of a Randomized Controlled Trial | Positive | 2016 | With a comparison group | Multiple | PK | Researcher-developed | ||||||||||
| IV | Solution Tree | PLC at Work | PLC at Work Logic Model Study Type: ESSA Evidence Level IV | Not Applicable | 2023 | Logic model | NA | NA | Not applicable | |||||||||
| Prodigy | Prodigy | Efficacy Analysis: Retrospective QED using CAASPP data with updated ELSi records | Positive | 2019 | With a comparison group | CA | 3-5 | California CAASPP | ||||||||||
| Prodigy | Prodigy | Evaluation of Prodigy A Correlational Study on the Effectiveness of Prodigy on Improving Math Performance | Positive | 2019 | Without a comparison group | Multiple | 3-5 | State standardized math assessment | ||||||||||
| Reasoning Mind | Reasoning Mind’s Grade 5 Common Core Curriculum (RM-CC5) | An Efficacy Study of a Digital Core Curriculum for Grade 5 Mathematics | Neutral | 2022 | With a comparison group | WV | 3-5 | West Virginia WVGSA | ||||||||||
| Explore Learning | Reflex | Evaluating Effect of Reflex on Math Fact Fluency in Grades 2 & 3 | Positive | 2017 | With comparison group | FL | K-2, 3-5 | CBM fluency | ||||||||||
| Explore Learning | Reflex | The Effects Of Reflex Math As A Response To Intervention Strategy To Improve Math Automaticity Among Male And Female At-Risk Middle School Students | Positive | 2014 | With a comparison group | GA | 6-8 | Researcher-developed | ||||||||||
| MIND Research Institute | ST Math | A Cross-State Evaluation of MIND Research Institute’s ST Math Program and Math Performance | Positive | 2016 | With a comparison group | Multiple | 3-5 | State standardized math assessment | ||||||||||
| MIND Research Institute | ST Math | Exploring ST Math’s Implementation and Impact | Positive | 2017 | Without a comparison group | Multiple | 3-5 | State standardized math assessment | ||||||||||
| MIND Research Institute | ST Math | Randomized Trial of Elementary School ST Math Software Intervention Reveals Significant Efficacy | Positive | 2010 | With comparison group | CA | 3-5 | California CST | ||||||||||
| II | Edmentum | Study Island | Impacts of Study Island on Student Mathematics Achievement | Positive | 2019 | With a comparison group | Multiple | K-2, 3-5, 6-11 | NWEA MAP Mathematics | |||||||||
| II | Edmentum | Study Island | Impacts of Study Island on Student Reading Achievement | Positive | 2019 | With a comparison group | Multiple | K-2, 3-5, 6-12 | NWEA MAP Reading | |||||||||
| IV | Varsity Tutors | Teacher Assigned | Teacher Assigned Logic Model Study Type: ESSA Evidence Level IV | Not Applicable | 2022 | Logic model | NA | NA | Not applicable | |||||||||
| IV | Varsity Tutors | Varsity Tutors for School | Varsity Tutors Logic Model: ESSA Evidence Level IV | Not Applicable | 2022 | Logic model | NA | NA | Not applicable | |||||||||
| Zearn | Zearn Math | Efficacy Study of Zearn Math in a Large Urban School District | Neutral | 2019 | With a comparison group | Multiple | K-2, 3-5 | NWEA MAP |