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The Impacts of i-Ready Personalized Instruction on Student Math Achievement

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Title: The Impacts of i-Ready Personalized Instruction on Student Math Achievement
Language: English
Authors: Ashley A. Grant (ORCID 0000-0002-4647-723X), Michael A. Cook, 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: Y
Page Count: 27
Publication Date: 2023
Document Type: Reports - Research
Education Level: Elementary Education
Early Childhood Education
Grade 3
Primary Education
Grade 4
Intermediate Grades
Grade 5
Middle Schools
Grade 6
Descriptors: Elementary School Mathematics, Mathematics Achievement, Mathematics Tests, Individualized Instruction, Influences, Evaluation, Student Characteristics, Demography, Institutional Characteristics, Suburban Schools, Elementary School Curriculum, Diagnostic Teaching, Mathematics Instruction, Computer Assisted Testing, Computer Assisted Instruction, Grade 3, Grade 4, Grade 5, Grade 6
Geographic Terms: California
Abstract: The purpose of this evaluation was to examine the impact of i-Ready Personalized Instruction on math achievement, as measured by SBA scores. We compared students in schools using i-Ready Personalized Instruction school-wide (Treatment students) and students who only received i-Ready Diagnostic assessments and who were in schools only partially using i-Ready Personalized Instruction (Comparison students). The study sample consisted of 5,330 students in 22 schools from Grades 3-6 from one school district in southern California. All schools used i-Ready Diagnostic assessments, but some schools were considered "full instruction" and assigned all students to receive both the Diagnostic and Personalized Instruction products. Students in these schools were compared to "diagnostic-only" students in other "partial instruction" schools where only some students received the Instruction product in addition to the Diagnostic product. (These Diagnostic and Instruction students in partial instruction schools are not included in this study.) Overall, this analysis presents promising evidence of i-Ready Personalized Instruction on student math achievement. This relationship between i-Ready Personalized Instruction and math achievement was strongest for students in Title I eligible schools, Grade 4, and among students who met the recommended usage guidelines. Future studies should seek to further examine the reasons behind this variation in usage.
Abstractor: As Provided
Entry Date: 2024
Accession Number: ED644608
Database: ERIC
FullText Text:
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  Data: <searchLink fieldCode="AR" term="%22Ashley+A%2E+Grant%22">Ashley A. Grant</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4647-723X">0000-0002-4647-723X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Michael+A%2E+Cook%22">Michael A. Cook</searchLink><br /><searchLink fieldCode="AR" term="%22Steven+M%2E+Ross%22">Steven M. Ross</searchLink><br /><searchLink fieldCode="AR" term="%22Johns+Hopkins+University%2C+Center+for+Research+and+Reform+in+Education+%28CRRE%29%22">Johns Hopkins University, Center for Research and Reform in Education (CRRE)</searchLink>
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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: <searchLink fieldCode="DE" term="%22California%22">California</searchLink>
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  Data: The purpose of this evaluation was to examine the impact of i-Ready Personalized Instruction on math achievement, as measured by SBA scores. We compared students in schools using i-Ready Personalized Instruction school-wide (Treatment students) and students who only received i-Ready Diagnostic assessments and who were in schools only partially using i-Ready Personalized Instruction (Comparison students). The study sample consisted of 5,330 students in 22 schools from Grades 3-6 from one school district in southern California. All schools used i-Ready Diagnostic assessments, but some schools were considered "full instruction" and assigned all students to receive both the Diagnostic and Personalized Instruction products. Students in these schools were compared to "diagnostic-only" students in other "partial instruction" schools where only some students received the Instruction product in addition to the Diagnostic product. (These Diagnostic and Instruction students in partial instruction schools are not included in this study.) Overall, this analysis presents promising evidence of i-Ready Personalized Instruction on student math achievement. This relationship between i-Ready Personalized Instruction and math achievement was strongest for students in Title I eligible schools, Grade 4, and among students who met the recommended usage guidelines. Future studies should seek to further examine the reasons behind this variation in usage.
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      – Text: English
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        PageCount: 27
    Subjects:
      – SubjectFull: Elementary School Mathematics
        Type: general
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: Mathematics Tests
        Type: general
      – SubjectFull: Individualized Instruction
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      – SubjectFull: Influences
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      – SubjectFull: Evaluation
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      – SubjectFull: Institutional Characteristics
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      – SubjectFull: Suburban Schools
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      – SubjectFull: Elementary School Curriculum
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      – SubjectFull: Diagnostic Teaching
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      – SubjectFull: Grade 6
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      – SubjectFull: California
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      – TitleFull: The Impacts of i-Ready Personalized Instruction on Student Math Achievement
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