View in EDS

Amira Learning® in Louisiana Public Schools: ESSA Level II Study (2023-24)

Saved in:
Bibliographic Details
Title: Amira Learning® in Louisiana Public Schools: ESSA Level II Study (2023-24)
Language: English
Authors: Meetal Shah, Andrew Scanlan, Avery Wall
Source: Online Submission. 2025.
Peer Reviewed: N
Page Count: 42
Publication Date: 2025
Document Type: Reports - Research
Education Level: Elementary Education
Early Childhood Education
Kindergarten
Primary Education
Grade 1
Grade 2
Grade 3
Grade 4
Intermediate Grades
Grade 5
Middle Schools
Elementary Secondary Education
Descriptors: Artificial Intelligence, Outcomes of Education, Educational Technology, Elementary School Students, School Districts, Reading Instruction, Kindergarten, Grade 1, Grade 2, Grade 3, Grade 4, Grade 5, Student Characteristics, Literacy Education, Reading Achievement, Program Effectiveness, Program Implementation, Emergent Literacy, Reading Tests, Reading Fluency, Standardized Tests, State Standards, Race, Socioeconomic Status, English Learners, Special Education, Gender Differences, Public Schools, Educational Legislation, Elementary Secondary Education, Federal Legislation
Geographic Terms: Louisiana
Laws, Policies and Program Identifiers: Every Student Succeeds Act 2015
Abstract: Purpose: This study examines the impact of the Amira Learning AI-powered reading platform on literacy outcomes for elementary students in 12 school districts in Louisiana during the 2023-24 school year. Methodology: Employing a quasi-experimental design aligned with the Every Student Succeeds Act Level II (Moderate Evidence) standard, a matched-student sample of 79,084 K-5 students (39,542 treatment; 39,542 comparison) was formed. Student demographics included approximately 38% African American, 38% White, 18% Hispanic, 4% multi­racial and 2% Asian; 75% were economically disadvantaged; 10% were English-language learners; and 14% received special education services. Usage data (e.g., total session minutes, number of passages read) for the Amira platform were merged with demographic and assessment outcomes (e.g., DIBELS, LEAP) for analysis. Findings: Students who used Amira demonstrated statistically significant higher literacy outcomes compared to matched peers without access to the platform. Moreover, higher dosage (in terms of minutes and passages read) was associated with larger gains. The magnitude of effect met the threshold for meaningful educational impact under ESSA's Level II guidance. Conclusions: The results suggest that integrating the Amira platform into elementary literacy instruction in high-need contexts can contribute to improved reading growth. Implementation fidelity and student engagement emerged as important moderators of impact. Implications: For practitioners and policymakers in K-5 literacy, this study provides evidence that an AI-based reading tutor can yield measurable benefits when deployed at scale, especially in economically disadvantaged and diverse student populations. Future research should explore longitudinal impacts, differential effects across subgroups (e.g., ELL, special education), and cost-effectiveness of full-scale implementation. [This report was prepared by Instructure for Amira Learning®.]
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED677055
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED677055
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: ED677055
AccessLevel: 3
PubType: Report
PubTypeId: report
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Amira Learning® in Louisiana Public Schools: ESSA Level II Study (2023-24)
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Meetal+Shah%22">Meetal Shah</searchLink><br /><searchLink fieldCode="AR" term="%22Andrew+Scanlan%22">Andrew Scanlan</searchLink><br /><searchLink fieldCode="AR" term="%22Avery+Wall%22">Avery Wall</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Online+Submission%22"><i>Online Submission</i></searchLink>. 2025.
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 42
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22School+Districts%22">School Districts</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy+Education%22">Literacy Education</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Achievement%22">Reading Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Emergent+Literacy%22">Emergent Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Tests%22">Reading Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Fluency%22">Reading Fluency</searchLink><br /><searchLink fieldCode="DE" term="%22Standardized+Tests%22">Standardized Tests</searchLink><br /><searchLink fieldCode="DE" term="%22State+Standards%22">State Standards</searchLink><br /><searchLink fieldCode="DE" term="%22Race%22">Race</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+Status%22">Socioeconomic Status</searchLink><br /><searchLink fieldCode="DE" term="%22English+Learners%22">English Learners</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education%22">Special Education</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Schools%22">Public Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Legislation%22">Educational Legislation</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Federal+Legislation%22">Federal Legislation</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Louisiana%22">Louisiana</searchLink>
– Name: SubjectThesaurus
  Label: Laws, Policies and Program Identifiers
  Group: Su
  Data: <searchLink fieldCode="SU" term="%22Every+Student+Succeeds+Act+2015%22">Every Student Succeeds Act 2015</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: This study examines the impact of the Amira Learning AI-powered reading platform on literacy outcomes for elementary students in 12 school districts in Louisiana during the 2023-24 school year. Methodology: Employing a quasi-experimental design aligned with the Every Student Succeeds Act Level II (Moderate Evidence) standard, a matched-student sample of 79,084 K-5 students (39,542 treatment; 39,542 comparison) was formed. Student demographics included approximately 38% African American, 38% White, 18% Hispanic, 4% multi­racial and 2% Asian; 75% were economically disadvantaged; 10% were English-language learners; and 14% received special education services. Usage data (e.g., total session minutes, number of passages read) for the Amira platform were merged with demographic and assessment outcomes (e.g., DIBELS, LEAP) for analysis. Findings: Students who used Amira demonstrated statistically significant higher literacy outcomes compared to matched peers without access to the platform. Moreover, higher dosage (in terms of minutes and passages read) was associated with larger gains. The magnitude of effect met the threshold for meaningful educational impact under ESSA's Level II guidance. Conclusions: The results suggest that integrating the Amira platform into elementary literacy instruction in high-need contexts can contribute to improved reading growth. Implementation fidelity and student engagement emerged as important moderators of impact. Implications: For practitioners and policymakers in K-5 literacy, this study provides evidence that an AI-based reading tutor can yield measurable benefits when deployed at scale, especially in economically disadvantaged and diverse student populations. Future research should explore longitudinal impacts, differential effects across subgroups (e.g., ELL, special education), and cost-effectiveness of full-scale implementation. [This report was prepared by Instructure for Amira Learning®.]
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED677055
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED677055
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 42
    Subjects:
      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: Outcomes of Education
        Type: general
      – SubjectFull: Educational Technology
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: School Districts
        Type: general
      – SubjectFull: Reading Instruction
        Type: general
      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: Grade 1
        Type: general
      – SubjectFull: Grade 2
        Type: general
      – SubjectFull: Grade 3
        Type: general
      – SubjectFull: Grade 4
        Type: general
      – SubjectFull: Grade 5
        Type: general
      – SubjectFull: Student Characteristics
        Type: general
      – SubjectFull: Literacy Education
        Type: general
      – SubjectFull: Reading Achievement
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Program Implementation
        Type: general
      – SubjectFull: Emergent Literacy
        Type: general
      – SubjectFull: Reading Tests
        Type: general
      – SubjectFull: Reading Fluency
        Type: general
      – SubjectFull: Standardized Tests
        Type: general
      – SubjectFull: State Standards
        Type: general
      – SubjectFull: Race
        Type: general
      – SubjectFull: Socioeconomic Status
        Type: general
      – SubjectFull: English Learners
        Type: general
      – SubjectFull: Special Education
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Public Schools
        Type: general
      – SubjectFull: Educational Legislation
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Federal Legislation
        Type: general
      – SubjectFull: Louisiana
        Type: general
      – SubjectFull: Every Student Succeeds Act 2015
        Type: general
    Titles:
      – TitleFull: Amira Learning® in Louisiana Public Schools: ESSA Level II Study (2023-24)
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Meetal Shah
      – PersonEntity:
          Name:
            NameFull: Andrew Scanlan
      – PersonEntity:
          Name:
            NameFull: Avery Wall
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 06
              Type: published
              Y: 2025
          Titles:
            – TitleFull: Online Submission
              Type: main
ResultId 1