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Impact Evaluation of Imagine MyPath in Moline-Coal Valley School District

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Title: Impact Evaluation of Imagine MyPath in Moline-Coal Valley School District
Language: English
Authors: Michael A. Cook, Nathan Storey, Jane Eisinger, Maria Jose Barros, Steven M. Ross, Johns Hopkins University, Center for Research and Reform in Education (CRRE)
Source: Center for Research and Reform in Education. 2023.
Availability: Johns Hopkins Center for Research and Reform in Education, 300 East Joppa Road Suite 500, Baltimore, MD 21286. Tel: 410-616-2338; Fax: 410-324-4444; Web site: https://education.jhu.edu/crre/
Peer Reviewed: N
Page Count: 33
Publication Date: 2023
Document Type: Reports - Research
Tests/Questionnaires
Education Level: Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Preschool Education
Descriptors: Program Effectiveness, Mathematics Achievement, Reading Achievement, Achievement Gains, Kindergarten, Young Children, Achievement Tests, Teacher Attitudes, Intervention, Supplementary Education, Elementary School Students, Elementary School Teachers, Preschool Teachers
Geographic Terms: Illinois
Assessment and Survey Identifiers: Measures of Academic Progress
Abstract: The purpose of this study was to examine the efficacy of Imagine Learning's MyPath program on student mathematics and reading achievement growth. This study examined achievement growth trajectories of kindergarten students in one suburban Midwestern district in the 2022-23 school year. NWEA MAP mathematics and reading scores served as the main outcome variables in quantitative impact analyses. As Imagine MyPath was used by all district kindergarten students, MAP mathematics and reading score growth of district kindergarten students was compared to that of matched comparison students obtained from a Similar Schools Report (SSR) provided to the district by NWEA. Additionally, a questionnaire was administered to district teachers that used Imagine MyPath to examine teacher perceptions of the program. A statistically significant positive impact of Imagine MyPath on mathematics achievement was observed, with treatment students outgaining matched comparison students by more than 2 points. Treatment students also outgained matched comparison students in reading achievement, but this difference was minimal and not statistically significant. Teacher perceptions of Imagine MyPath were largely positive, especially regarding perceived program impacts on student learning. The results of this study provide preliminary evidence regarding the efficacy of Imagine MyPath in relation to mathematics achievement. It is important to note that results from this study are derived from data in one unique district in which all students used the program. Future research may focus on contexts where some students are using Imagine MyPath while other students are participating in business-as-usual instruction.
Abstractor: As Provided
Entry Date: 2024
Accession Number: ED642985
Database: ERIC
FullText Text:
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  Data: Impact Evaluation of Imagine MyPath in Moline-Coal Valley School District
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  Data: <searchLink fieldCode="SO" term="%22Center+for+Research+and+Reform+in+Education%22"><i>Center for Research and Reform in Education</i></searchLink>. 2023.
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  Data: Johns Hopkins Center for Research and Reform in Education, 300 East Joppa Road Suite 500, Baltimore, MD 21286. Tel: 410-616-2338; Fax: 410-324-4444; Web site: https://education.jhu.edu/crre/
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  Data: 33
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  Data: <searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Achievement%22">Reading Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Gains%22">Achievement Gains</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Young+Children%22">Young Children</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Tests%22">Achievement Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Supplementary+Education%22">Supplementary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Teachers%22">Preschool Teachers</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Illinois%22">Illinois</searchLink>
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  Data: The purpose of this study was to examine the efficacy of Imagine Learning's MyPath program on student mathematics and reading achievement growth. This study examined achievement growth trajectories of kindergarten students in one suburban Midwestern district in the 2022-23 school year. NWEA MAP mathematics and reading scores served as the main outcome variables in quantitative impact analyses. As Imagine MyPath was used by all district kindergarten students, MAP mathematics and reading score growth of district kindergarten students was compared to that of matched comparison students obtained from a Similar Schools Report (SSR) provided to the district by NWEA. Additionally, a questionnaire was administered to district teachers that used Imagine MyPath to examine teacher perceptions of the program. A statistically significant positive impact of Imagine MyPath on mathematics achievement was observed, with treatment students outgaining matched comparison students by more than 2 points. Treatment students also outgained matched comparison students in reading achievement, but this difference was minimal and not statistically significant. Teacher perceptions of Imagine MyPath were largely positive, especially regarding perceived program impacts on student learning. The results of this study provide preliminary evidence regarding the efficacy of Imagine MyPath in relation to mathematics achievement. It is important to note that results from this study are derived from data in one unique district in which all students used the program. Future research may focus on contexts where some students are using Imagine MyPath while other students are participating in business-as-usual instruction.
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  Data: 2024
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 33
    Subjects:
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: Reading Achievement
        Type: general
      – SubjectFull: Achievement Gains
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      – SubjectFull: Kindergarten
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      – SubjectFull: Young Children
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      – SubjectFull: Achievement Tests
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Supplementary Education
        Type: general
      – SubjectFull: Elementary School Students
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      – SubjectFull: Elementary School Teachers
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      – SubjectFull: Preschool Teachers
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      – SubjectFull: Illinois
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      – SubjectFull: Measures of Academic Progress
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      – TitleFull: Impact Evaluation of Imagine MyPath in Moline-Coal Valley School District
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