Evaluating a Personalized Online Learning Tool for Academic Recovery: Lessons from i-Ready.

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Bibliographic Details
Title:	Evaluating a Personalized Online Learning Tool for Academic Recovery: Lessons from i-Ready.
Authors:	Darling-Aduana, Jennifer¹, Capers, K. Jurée¹
Source:	Online Learning. Jun2026, Vol. 30 Issue 2, p459-490. 32p.
Subject Terms:	Educational technology, Online education, Individualized instruction, Academic achievement, Instructional systems, Compulsory education, *Educational intervention
Abstract:	Many K–12 school districts are leveraging online personalized learning platforms as part of their COVID-19 recovery efforts. We examined the extent to which one such platform, i-Ready, was associated with improved student achievement growth in a southeastern district. We find that students performed better on math and reading standardized assessments when using i-Ready; this is especially true for students who received FRPM, identified as Black, and/or identified as male. Additionally, students whose teachers assigned at least one lesson in addition to automatically assigned lessons benefited even more from i-Ready use. Consistent with prior research, online instructional tools appear most effective when used 40 to 100 hours a school year, with diminishing returns past that point. Our findings suggest that when implemented in a manner that integrates teacher expertise and at an appropriate dosage, platforms such as i-Ready are useful recovery tools that can help school districts enhance student learning, particularly for students belonging to marginalized groups. Further, online learning tools may be particularly beneficial in instances where high cost, low uptake, and/or participant stigma might limit the effectiveness of more traditional remediation strategies. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Many K–12 school districts are leveraging online personalized learning platforms as part of their COVID-19 recovery efforts. We examined the extent to which one such platform, i-Ready, was associated with improved student achievement growth in a southeastern district. We find that students performed better on math and reading standardized assessments when using i-Ready; this is especially true for students who received FRPM, identified as Black, and/or identified as male. Additionally, students whose teachers assigned at least one lesson in addition to automatically assigned lessons benefited even more from i-Ready use. Consistent with prior research, online instructional tools appear most effective when used 40 to 100 hours a school year, with diminishing returns past that point. Our findings suggest that when implemented in a manner that integrates teacher expertise and at an appropriate dosage, platforms such as i-Ready are useful recovery tools that can help school districts enhance student learning, particularly for students belonging to marginalized groups. Further, online learning tools may be particularly beneficial in instances where high cost, low uptake, and/or participant stigma might limit the effectiveness of more traditional remediation strategies. [ABSTRACT FROM AUTHOR]
ISSN:	24725749
DOI:	10.24059/olj.v30i2.4916