Literaturnachweis - Detailanzeige
| Autor/inn/en | Cook, Michael A.; Grant, Ashley A.; Ross, Steven M. |
|---|---|
| Institution | Johns Hopkins University, Center for Research and Reform in Education (CRRE); Curriculum Associates (CA) |
| Titel | The Impacts of i-Ready Personalized Instruction on Student Math Achievement in Multiple School Districts |
| Quelle | (2022), (24 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Individualized Instruction; Mathematics Achievement; Mathematics Instruction; School Districts; Elementary School Students; Instructional Effectiveness; Massachusetts |
| Abstract | The purpose of this study was to use a quasi-experimental design (QED) to examine the effectiveness of i-Ready Personalized Instruction on student achievement on a summative state assessment (Massachusetts Comprehensive Assessment System; MCAS) in a year of learning disruptions from the COVID-19 pandemic. The study sample consisted of about 11,000 grades 3-8 students from five school districts in Massachusetts. All schools used i-Ready Diagnostic assessments, but each district assigned some students to receive both the Diagnostic and Instruction products, while other students only received the Diagnostic product. Propensity score weighting (PSW) was used to create a comparison (Diagnostic-only) group that was as similar as possible to the treatment (Diagnostic and Instruction) group. Hierarchical linear modeling (HLM), using school as the clustering variable, was used to conduct quantitative analyses of available achievement data, and analyses were conducted by grade level. Results showed that i-Ready Personalized Instruction use was associated with significantly higher MCAS mathematics achievement gains. Students in grades 3, 5, and 6 that used i-Ready Personalized Instruction significantly outgained comparison students, by an average of 5-7 points. Further, grade-aggregated analyses showed that i-Ready Personalized Instruction students showed significantly higher mathematics achievement gains than did comparison students, with Instruction students averaging five points higher MCAS scores. These results give evidence supporting the efficacy of i-Ready's Personalized Instruction suite in a school year marked by near-constant learning disruptions. It is important to note that, for these analyses, the comparison group used the i-Ready Diagnostic assessment system, which itself has already been shown to be an effective research-based intervention. Thus, it is likely that efficacy estimates of the treatment (Diagnostic and Instruction) condition may be somewhat conservative, relative to a comparison condition where students received neither of the i-Ready components. (As Provided). |
| Anmerkungen | Center for Research and Reform in Education. Available from: School of Education Johns Hopkins University. 200 West Towsontown Boulevard, Baltimore, MD 21204. Tel: 410-616-2407; Fax: 410-324-4444; e-mail: thebee@bestevidence.org; Web site: https://education.jhu.edu/crre/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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