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The Impacts of I-Ready Personalized Instruction on Student Math Achievement among Striving Learners

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Title: The Impacts of I-Ready Personalized Instruction on Student Math Achievement among Striving Learners
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: Mathematics Achievement, Elementary School Mathematics, Individualized Instruction, Influences, Evaluation, Student Characteristics, Demography, Institutional Characteristics, Suburban Schools, Elementary School Curriculum, Diagnostic Teaching, Computer Assisted Testing, Computer Assisted Instruction, Grade 3, Grade 4, Grade 5, Grade 6, Student Needs
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 "striving learner" students who were assigned to use i-Ready Personalized Instruction (Treatment students) and "striving learner" students assigned to only receive i-Ready Diagnostic assessments (Comparison students). The study sample consisted of 11,034 "striving learner" students in Grades 3-6 from four school districts in California. All four districts used i-Ready Diagnostic assessments, but schools in one district assigned some students to receive the Personalized Instruction product in addition to the Diagnostic product. Striving learner students in this district assigned to both the Personalized Instruction and Diagnostic products were compared to striving learner students in the other districts who were only assigned to the Diagnostic product. 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 Grades 4 and 5 and students identified as Black. Usage was also related to achievement and future studies should seek to further examine the reasons behind this variation in usage.
Abstractor: As Provided
Entry Date: 2024
Accession Number: ED644610
Database: ERIC
FullText Text:
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  Data: The Impacts of I-Ready Personalized Instruction on Student Math Achievement among Striving Learners
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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: 27
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22California%22">California</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  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 "striving learner" students who were assigned to use i-Ready Personalized Instruction (Treatment students) and "striving learner" students assigned to only receive i-Ready Diagnostic assessments (Comparison students). The study sample consisted of 11,034 "striving learner" students in Grades 3-6 from four school districts in California. All four districts used i-Ready Diagnostic assessments, but schools in one district assigned some students to receive the Personalized Instruction product in addition to the Diagnostic product. Striving learner students in this district assigned to both the Personalized Instruction and Diagnostic products were compared to striving learner students in the other districts who were only assigned to the Diagnostic product. 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 Grades 4 and 5 and students identified as Black. Usage was also related to achievement and future studies should seek to further examine the reasons behind this variation in usage.
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  Data: 2024
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  Data: ED644610
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 27
    Subjects:
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: Elementary School Mathematics
        Type: general
      – SubjectFull: Individualized Instruction
        Type: general
      – SubjectFull: Influences
        Type: general
      – SubjectFull: Evaluation
        Type: general
      – SubjectFull: Student Characteristics
        Type: general
      – SubjectFull: Demography
        Type: general
      – SubjectFull: Institutional Characteristics
        Type: general
      – SubjectFull: Suburban Schools
        Type: general
      – SubjectFull: Elementary School Curriculum
        Type: general
      – SubjectFull: Diagnostic Teaching
        Type: general
      – SubjectFull: Computer Assisted Testing
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      – SubjectFull: Computer Assisted Instruction
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      – SubjectFull: Grade 3
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      – SubjectFull: Grade 4
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      – SubjectFull: Grade 5
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      – SubjectFull: Grade 6
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      – SubjectFull: Student Needs
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      – SubjectFull: California
        Type: general
    Titles:
      – TitleFull: The Impacts of I-Ready Personalized Instruction on Student Math Achievement among Striving Learners
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              Y: 2023
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