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The Impacts of i-Ready Personalized Instruction on Student Reading Achievement among Striving Learners

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Title: The Impacts of i-Ready Personalized Instruction on Student Reading Achievement among Striving Learners
Language: English
Authors: Ashley Anne 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: N
Page Count: 26
Publication Date: 2023
Document Type: Reports - Research
Education Level: Elementary Education
Descriptors: Individualized Instruction, Reading Instruction, Reading Achievement, Language Arts, Elementary School Students, Student Evaluation, Scores, Reading Tests, Diagnostic Tests, Adaptive Testing, Racial Differences, Achievement Gains
Geographic Terms: California
Abstract: The purpose of this evaluation was to examine the impact of i-Ready Personalized Instruction on ELA 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 8,722 "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. Results of this study did not show any statistically significant associations between i-Ready Personalized Instruction usage and SBA ELA achievement. Notably, less than 20% of treatment students met i-Ready's recommended usage guidelines of at least 30 minutes per week of Personalized Instruction use for at least 18 weeks. Students that met usage guidelines directionally outperformed comparison students, although this impact was not significant. Overall, impacts were directionally positive for students who met usage guidelines, but the large percentage of students who did meet recommended guidelines may have impacted overall patterns of results. Taken with the results of similar mathematics achievement analyses, additional implementation focus may be warranted on ensuring that as many students as possible reach Personalized Instruction usage guidelines.
Abstractor: As Provided
Entry Date: 2024
Accession Number: ED644618
Database: ERIC
FullText Text:
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  Data: The Impacts of i-Ready Personalized Instruction on Student Reading Achievement among Striving Learners
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  Data: <searchLink fieldCode="AR" term="%22Ashley+Anne+Grant%22">Ashley Anne 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: <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: 26
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Individualized+Instruction%22">Individualized Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Achievement%22">Reading Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Arts%22">Language Arts</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Tests%22">Reading Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Diagnostic+Tests%22">Diagnostic Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Adaptive+Testing%22">Adaptive Testing</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Differences%22">Racial Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Gains%22">Achievement Gains</searchLink>
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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 ELA 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 8,722 "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. Results of this study did not show any statistically significant associations between i-Ready Personalized Instruction usage and SBA ELA achievement. Notably, less than 20% of treatment students met i-Ready's recommended usage guidelines of at least 30 minutes per week of Personalized Instruction use for at least 18 weeks. Students that met usage guidelines directionally outperformed comparison students, although this impact was not significant. Overall, impacts were directionally positive for students who met usage guidelines, but the large percentage of students who did meet recommended guidelines may have impacted overall patterns of results. Taken with the results of similar mathematics achievement analyses, additional implementation focus may be warranted on ensuring that as many students as possible reach Personalized Instruction usage guidelines.
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  Data: ED644618
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      – Text: English
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      – SubjectFull: Individualized Instruction
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      – SubjectFull: Reading Instruction
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      – SubjectFull: Reading Achievement
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      – SubjectFull: Language Arts
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Student Evaluation
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      – SubjectFull: Scores
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      – SubjectFull: Reading Tests
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      – SubjectFull: Diagnostic Tests
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      – SubjectFull: Adaptive Testing
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      – SubjectFull: Racial Differences
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      – SubjectFull: Achievement Gains
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      – SubjectFull: California
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      – TitleFull: The Impacts of i-Ready Personalized Instruction on Student Reading Achievement among Striving Learners
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