Evidence and citations
Published platform outcomes set an ambitious academic benchmark for Foundry. Each figure stays attached to the product, usage pattern and assessment that produced it.
Platform claims and independent studies are labelled separately.
Dosage and measurement context stay beside each number.
Published outcomes from adaptive platforms and research that inform the tools, expectations and learning design Foundry can use.
What it reports
The operator reports 2.6 times average annual growth on MAP assessments, with its highest-growth students reaching 6.5 times growth, inside a full-time two-hour-learning school model.
How we use it
This is an operator-reported result. The country, schedule, admissions, assessment window and student population may differ from a Foundry format.
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The operator describes a 90 percent mastery threshold, adaptive core academics before collaborative workshops, and motivation systems that combine individual goals, collective rewards and an internal currency called Alphas.
How we use it
This describes another operator's implementation. It informs questions for Foundry to test rather than proving the same implementation or result here.
Open the original sourceWhat it reports
In a lottery-based evaluation of an after-school program, students gained 0.37 standard deviations in mathematics and 0.23 in Hindi over 4.5 months. The paper describes roughly twice the control group's math progress and 2.5 times its Hindi progress.
How we use it
The intervention combined adaptive software with instructor-led small-group learning and served a different population. It does not isolate a universal multiplier for every platform or learner.
Open the original sourceWhat it reports
A cluster randomized trial across 44 schools reported 75 percent more mathematics learning than the normal annual gain, with an effect size of g = 0.22. Lower-performing students showed the largest benefit.
How we use it
ASSISTments was embedded in a year-long school and teacher-development model. Its result is evidence for timely feedback and targeted practice, not a direct forecast for Foundry.
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In a short randomized study of 13 to 15-year-olds in Chengdu, the adaptive group showed 4.19 times the pre-to-post gain of students taught the same topics by expert classroom teachers, with Hedges' g = 0.68.
How we use it
The study lasted three days, had substantial attrition and was authored by the platform's research team. It is a striking short-run result that needs cautious interpretation and longer replication.
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DreamBox reports more than one grade level of mathematics growth with approximately one hour of use per week. In its Pinellas County analysis, recommended users scored 9.9 percentile points higher on the NWEA MAP assessment than non-users.
How we use it
This benchmark applies to DreamBox Math at its recommended usage over the study period. When Foundry uses DreamBox, it can use the same subject and dosage benchmark while measuring each learner from their own baseline.
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This meta-analysis connects autonomy, competence and relatedness with more self-directed motivation, persistence and academic outcomes.
How we use it
Motivation is shaped by context and relationships. A reward system or software feature cannot create it automatically.
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The platform defines one XP as one minute of focused learning, then adjusts awarded XP using mastery, efficiency and evidence of gaming rather than treating all screen time as equal.
How we use it
This is another platform's operating framework, not independent evidence of learning impact. Foundry uses it as a design reference and must test whether its own rules reward the intended behavior.
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Math Academy reports that its adaptive curriculum accelerates mathematics learning to four times the speed of a traditional math class. It recommends roughly 20 to 40 focused minutes per day, three to five days per week, and offers courses from grade 4 through university mathematics.
How we use it
This is a mathematics benchmark for Math Academy at its recommended usage. If Foundry learners use Math Academy, the same platform benchmark provides a concrete expectation while their individual mastery and pace are tracked separately.
Open the original sourceWhat it reports
Moby Math reports an average increase of one grade level after 20 hours of math practice in its K–8 curriculum. This is a mathematics measure, not combined progress across all subjects.
How we use it
Foundry's After School goal is one grade level's worth of assessed skill progress over the 32-hour cohort in a priority agreed after diagnostics: math or English grammar. The language benchmark is listed separately below. Guided session time includes more than targeted practice, so this cohort goal is not a direct conversion of the published 20-hour result or a guarantee of school-year promotion.
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McGraw Hill reports that learners completing 80 or more activities with an average first-try score of at least 75 percent achieved 2.1 times expected Lexile growth in elementary school, 3.2 times in middle school and 4.2 times in high school.
How we use it
The benchmark is specific to Achieve3000 Literacy, its Lexile measure, the stated activity threshold and sustained high-quality use. It can set a literacy expectation when Foundry uses that exact platform and implementation pattern.
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Amira reports that approximately 30 minutes of weekly use can produce at least seven additional weeks of annual reading growth. The adaptive tutor listens as learners read aloud and responds with targeted support.
How we use it
This result applies to Amira's PreK–8 reading product and recommended weekly use. It is most relevant to reading fluency and comprehension, including cases where English is limiting access to other academic work.
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DoodleLearning reports that learners earning 15 stars per day progressed by an average of 1.94 curriculum years over 12 months, compared with 0.84 years among non-users. A typical daily session is approximately ten minutes.
How we use it
This is an operator analysis using Doodle's own curriculum-age measure and regular daily use. It is useful as a dosage-specific benchmark, not as a universal result across every subject or platform.
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IXL reports that an independent randomized evaluation by Johns Hopkins University found students in IXL classrooms scored an average of ten points higher than control-group peers on the Star Math assessment. Gains of 13 to 17 points were reported for several underserved student groups.
How we use it
This result belongs to the evaluated classroom implementation of IXL Math. Assessment scale points are not the same as percentile points, years of learning or a universal speed multiplier.
Open the original sourceWhat it reports
Renaissance reports that elementary students using Freckle at recommended levels at least weekly for 18 or more weeks achieved growth equivalent to three additional weeks of learning. Struggling readers using Freckle ELA achieved up to four additional weeks.
How we use it
The study was conducted by Renaissance and reports associations at recommended implementation levels. The dosage and duration need to be stated with the result.
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ALEKS reports that students using its adaptive knowledge-space system achieve mastery more than 90 percent of the time. The platform continuously updates each learner's knowledge state and selects topics they are ready to learn.
How we use it
This is an operator-wide mastery statistic rather than a controlled comparison with conventional teaching. Mastery depends on the platform's own course definitions and assessment rules.
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CENTURY reports that regular users in a secondary-school impact study achieved up to three grades higher in core subjects. Its platform covers English, mathematics and science with continuously adapting learning paths.
How we use it
This is an operator-reported upper-end result from a secondary GCSE context. It is not directly applicable to every age, subject, schedule or student in Foundry's initial 9 to 12 age range.
Open the original sourceWhat it reports
Moby Language reports an average gain of 1.5 grade levels after 20 hours of practice in its K–8 language and grammar curriculum.
How we use it
This measures English language and grammar skills. It does not describe conversational fluency, every school subject or automatic promotion to the next school year. Foundry uses diagnostics and a family discussion to choose the relevant academic focus.
Open the original sourceSupporting context for mastery, motivation, screen use, assessment and the Chiang Mai setting.
What it reports
National norms provide a way to interpret both achievement and growth relative to a large reference population.
How we use it
A norm is a comparison framework, not evidence that a specific learning model caused the observed growth.
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The evidence summary finds that mastery approaches can have a positive average impact when students receive support and additional time before moving on.
How we use it
Impact varies with implementation, subject and student. Mastery is a design principle, not a guarantee.
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The guidance emphasizes human accountability, age-appropriate design, privacy and maintaining meaningful human agency around educational AI.
How we use it
This is a governance framework, not an efficacy study.
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The policy evaluates digital use through content, context, product design and what screen use displaces, rather than treating every minute as equivalent.
How we use it
Purposeful learning still needs boundaries, movement, relationships and responsible adult supervision.
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Thailand's national mathematics, reading and science results provide context for the wider education environment.
How we use it
National samples do not describe a particular international school, family or child.
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Prem's published calendar lists its October half-term break from 12 to 16 October 2026.
How we use it
School calendars may change. Foundry confirms its own cohort dates separately before requesting payment.
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Meritton's published calendar lists a mid-term break from 12 to 16 October 2026, followed by a school-closed professional-development day on 19 October.
How we use it
School calendars may change. Foundry confirms its own cohort dates separately before requesting payment.
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NIS's published calendar lists its October break from 10 to 18 October 2026, covering the 12 to 16 October Foundry window.
How we use it
School calendars may change. Foundry confirms its own cohort dates separately before requesting payment.
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CMIS's published calendar lists its October break from 19 to 23 October 2026.
How we use it
School calendars may change. Foundry confirms its own cohort dates separately before requesting payment.
Open the original sourceWhat it reports
MobyMax calculates grade-level progress from the proportion of curriculum standards mastered. Filling missing skills across different grades can contribute to this score.
How we use it
A grade level's worth of assessed skills is not the same as completing every subject in a school year, earning a particular letter grade or receiving a school qualification.
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