In partnership with the University of North Texas, Rhithm has demonstrated Promising Evidence through a well-designed correlational study. Rhithm is actively working to restart a randomized control experimental study which was derailed by COVID-19 during the Spring 2020 semester. Scroll down to learn more about our Evidence Base and for more information on how ESSA defines evidence base Tiers.


Correlational Study Results

Results of a 6-week correlation study showed a statistically significant increase in student’s regulation as measured by the Rhithm Assessment!


Data from 1,000,000+ Entries

Data from over 1 million unique entries over 18 months shows a distinct trend of improved classroom regulation over time at every single age level. 

We align with major frameworks including MTSS, RTI, & TBRI

Rhithm’s dynamic, adaptive social-emotional activities and lessons will become the most consistent Tier 1 tool and prevention mechanisms in your MTSS/RTI classroom toolbox. Additionally, Rhithm’s group functionalities make it a great tool to use in Tier 2 contexts, while the robust Rhithm data will become an indispensable part of informing Tier 2 and Tier 3 interventions across your network or District. Contact us to learn more about how Rhithm can support the work you do every day.

Providing Evidence-Based Interventions to Empower Student Self-Regulation Skills and Well-being

This white paper focuses on examining the delivery structure and effectiveness of the evidence-based interventions Rhithm, Inc. incorporates into its application to provide students with the self-regulation skills necessary to increase their overall mental well-being. 

Increasing Structured Identification of Student Wellness Needs and Improving Student Availability for Learning Through Social-Emotional Intervention

This white paper focuses on demonstrating how the education technology application put forth by Rhithm, Inc. has the potential to meet the social-emotional needs of school districts nationwide. A solution outlining how Rhithm, Inc. can help meet the well-being goals put forth by the U.S. Department of Education accompanies the findings.

ESSA Evidence-Based Standards

The passage of the Every Student Succeeds Act (ESSA) in 2015 changed how the education system supports low-performing schools. Interventions applied under Title I, Section 1003 (School Improvement) are required to have strong, moderate, or promising evidence (Tiers 1-3) to support them. All other programs under Title I-IV can rely on Tiers 1-4. ESSA describes these tiers as:


Strong Evidence

Supported by one or more well-designed and well-implemented randomized control experimental studies.


Moderate Evidence

Supported by one or more well-designed and well implemented quasi-experimental studies.


Promising Evidence

Supported by one or more well-designed and well-implemented correlation studies.


Demonstrates A Rationale

Practices that have a well-defined logic model or theory of action, are supported by research, and have some effort underway by an SEA, LEA, or outside research organization to determine their effectiveness.
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