The Impact of i-Ready Personalized Instruction with Fidelity on 2021 MCAS Mathematics Achievement. Final Report

Autor/inn/en	Cook, Michael; Ross, Steven M.
Institution	Johns Hopkins University, Center for Research and Reform in Education (CRRE)
Titel	The Impact of i-Ready Personalized Instruction with Fidelity on 2021 MCAS Mathematics Achievement. Final Report
Quelle	(2022), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Achievement; Mathematics Instruction; Program Evaluation; Individualized Instruction; Mathematics Tests; Teaching Methods; Comparative Analysis; Computer Assisted Testing; Diagnostic Tests; Achievement Gains; Hierarchical Linear Modeling; Grade 3; Grade 5; Grade 6; Grade 8; Fidelity; Educational Benefits; Scores; Elementary School Students; Middle School Students; Learning Analytics; Computer Assisted Instruction; Massachusetts; Massachusetts Comprehensive Assessment System + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Programme evaluation; Programmevaluation; Individualisierender Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Diagnostic test; Diagnostischer Test; Achievement gain; Leistungssteigerung; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 08; 8. Schuljahr; Schuljahr 08; Bildungsertrag; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Computer based training; Computerunterstützter Unterricht; Master-Studiengang
Abstract	The purpose of this evaluation was to examine the impact of i-Ready Personalized Instruction that met Curriculum Associates' recommended usage levels on mathematics achievement, as measured by the Massachusetts Comprehensive Assessment System (MCAS) mathematics assessment. This study compared mathematics achievement growth of students who used i-Ready Personalized Instruction with fidelity to comparison to that of students who only used the i-Ready Diagnostic Assessment suite, but did not have access to Personalized Instruction. Hierarchical linear modeling was used to compare mathematics achievement gains, and analyses were performed by grade level. Results showed that students in Grades 3, 5, 6, and 8 that used i-Ready Personalized Instruction with fidelity had significantly higher MCAS mathematics achievement gains in the 2020-21 school year than did comparison students who did not use i-Ready Personalized Instruction. These results help to illustrate the importance of students meeting Curriculum Associates' recommended usage levels of the Personalized Instruction suite in order to maximize the potential benefits of this instructional program. (As Provided).
Anmerkungen	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/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01