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Educators increasingly accept and embrace the role that technology can play in remediation, tutoring, and credit recovery. Extralearning Online (EO), a comprehensive K12 learning management system that utilizes an online format with self-paced learning, is very representative of a growing type of technology-based interventions currently available to K12 educators and administrators. This paper will briefly review the existing literature that supports self-paced online pedagogies, conduct an aggregate secondary data analysis of EO across multiple K12 usage sites in partnership with Reach For Tomorrow, Inc., examine EO specifically for indicators of validity and reliability as an evidence-based intervention, and suggest a more general framework for embracing the role that online and technology-based interventions like EO can play in addressing remediation and improving achievement for students who are below predicted achievement levels.