Coursemojo Efficacy Study: Grade 6, 2024-2025, Aimsweb & TCAP
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| Title: | Coursemojo Efficacy Study: Grade 6, 2024-2025, Aimsweb & TCAP |
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| Language: | English |
| Authors: | Rachel Schechter, Michaela Gulemetova, Colin Ackerman, Laura Janakiefski, Charles River Media Group, LXD Research |
| Source: | Online Submission. 2025. |
| Peer Reviewed: | N |
| Page Count: | 37 |
| Publication Date: | 2025 |
| Document Type: | Reports - Research |
| Education Level: | Elementary Education Grade 6 Intermediate Grades Middle Schools Junior High Schools Secondary Education |
| Descriptors: | Artificial Intelligence, Technology Uses in Education, Educational Technology, English Instruction, Language Arts, Elementary School Students, Grade 6, Academic Achievement, Achievement Gap, Equal Education, Students with Disabilities, Economically Disadvantaged, Instructional Effectiveness, Technology Integration, Individualized Instruction, Intelligent Tutoring Systems, Middle School Students, Writing Instruction, Achievement Tests |
| Geographic Terms: | Tennessee |
| Assessment and Survey Identifiers: | Tennessee Comprehensive Assessment Program |
| Abstract: | This quasi-experimental study examined the impact of Coursemojo's AI-powered teaching platform on sixth-grade English Language Arts achievement in a large, diverse Tennessee school district during the 2024-2025 school year. The study involved 2,203 students across twelve schools, with 1,017 students using Coursemojo and 1,186 serving as comparison students. Results demonstrated significant positive effects across multiple assessment measures. Coursemojo students outperformed comparison students by 8 points on the state standardized test (TCAP) ([beta] = 7.461, p < 0.001, Hedges' g = 0.12). The platform also showed evidence of supporting more equitable outcomes, reducing achievement gaps for students with disabilities by two-thirds (from 16 to 5 points) and for economically disadvantaged students by more than half. Dosage analysis revealed that more sustained implementation of 2.5+ days per week on the weeks the program was used was critical for maximizing benefits. Survey data from 851 students and 22 teachers, along with interviews with 4 educational leaders, provided convergent evidence of positive learning impacts and effective instructional integration. Student surveys revealed that 39.7% rated Coursemojo as helping them learn "quite a bit" or "very much," while 80.0% provided high effort ratings, with persistence scores averaging 4.03 out of 5. These findings suggest that AI-powered literacy support can enhance middle school English Language Arts instruction while advancing equity outcomes for historically underserved populations. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED676253 |
| Database: | ERIC |
| Abstract: | This quasi-experimental study examined the impact of Coursemojo's AI-powered teaching platform on sixth-grade English Language Arts achievement in a large, diverse Tennessee school district during the 2024-2025 school year. The study involved 2,203 students across twelve schools, with 1,017 students using Coursemojo and 1,186 serving as comparison students. Results demonstrated significant positive effects across multiple assessment measures. Coursemojo students outperformed comparison students by 8 points on the state standardized test (TCAP) ([beta] = 7.461, p < 0.001, Hedges' g = 0.12). The platform also showed evidence of supporting more equitable outcomes, reducing achievement gaps for students with disabilities by two-thirds (from 16 to 5 points) and for economically disadvantaged students by more than half. Dosage analysis revealed that more sustained implementation of 2.5+ days per week on the weeks the program was used was critical for maximizing benefits. Survey data from 851 students and 22 teachers, along with interviews with 4 educational leaders, provided convergent evidence of positive learning impacts and effective instructional integration. Student surveys revealed that 39.7% rated Coursemojo as helping them learn "quite a bit" or "very much," while 80.0% provided high effort ratings, with persistence scores averaging 4.03 out of 5. These findings suggest that AI-powered literacy support can enhance middle school English Language Arts instruction while advancing equity outcomes for historically underserved populations. |
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