The Impact of i-Ready Personalized Instruction with Fidelity on 2021 MCAS ELA 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 ELA Achievement. Final Report
Quelle	(2022), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	English; Language Arts; Computer Assisted Instruction; Computer Assisted Testing; Diagnostic Tests; Scores; Individualized Instruction; Grade 4; Grade 8; Achievement Gains; Comparative Analysis; Academic Achievement; Hierarchical Linear Modeling; Elementary School Students; Middle School Students; Instructional Effectiveness; Fidelity; Teaching Methods; Educational Benefits; Program Evaluation; Grade 5; Grade 7; Learning Analytics; Massachusetts; Massachusetts Comprehensive Assessment System + Suchen Sie Ihr Suchwort? English language; Englisch; Sprachkultur; Computer based training; Computerunterstützter Unterricht; Diagnostic test; Diagnostischer Test; Individualisierender Unterricht; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08; Achievement gain; Leistungssteigerung; Schulleistung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsertrag; Programme evaluation; Programmevaluation; School year 05; 5. Schuljahr; Schuljahr 05; School year 07; 7. Schuljahr; Schuljahr 07; 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 ELA achievement, as measured by the Massachusetts Comprehensive Assessment System (MCAS) ELA assessment. This study compared the ELA achievement growth in the 2020-21 school year of students who used i-Ready Personalized Instruction with fidelity in ELA classrooms to that of students who used the i-Ready Diagnostic Assessment suite, but did not have access to Personalized Instruction. Hierarchical Linear Modeling (HLM) was used to compare ELA achievement gains, and analyses were performed by grade level. Results showed that students in Grades 4 and 8 that used i-Ready Personalized Instruction with fidelity had significantly larger MCAS ELA achievement gains than did comparison students who did not use Personalized Instruction. Additionally, ELA achievement gains for students in Grades 5 and 7 that used i-Ready Personalized Instruction, in relation to those of comparison students, approached statistical significance (p < 0.10). These results help to show the importance of students using the Personalized Instruction suite with fidelity in order to maximize potential benefits of this 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