Impact Evaluation of Reading "i-Ready Instruction" for Elementary Grades Using 2018-19 Data. Final Report. No. 107

Autor/inn/en	Swain, Matthew; Randel, Bruce; Norman Dvorak, Rebecca
Institution	Human Resources Research Organization (HumRRO); Curriculum Associates (CA)
Titel	Impact Evaluation of Reading "i-Ready Instruction" for Elementary Grades Using 2018-19 Data. Final Report. No. 107
Quelle	(2020), (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Individualized Instruction; Web Based Instruction; Instructional Effectiveness; Public Schools; Kindergarten; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Reading Instruction; Elementary School Students; Reading Achievement; Sex; English Language Learners; Special Education; Low Income Students; Rural Schools; Urban Schools; Suburban Schools; Charter Schools; Magnet Schools + Suchen Sie Ihr Suchwort? Individualisierender Unterricht; Web Based Training; Unterrichtserfolg; Public school; Öffentliche Schule; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Leseunterricht; Leseleistung; Geschlecht; Geschlechtsverkehr; Special needs education; Sonderpädagogik; Sonderschulwesen; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Urban area; Urban areas; Stadtregion; Stadt; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Charter school; Charter-Schule
Abstract	Curriculum Associates' "i-Ready® Instruction" is a supplemental, online personalized instruction program available for reading and mathematics. The Human Resources Research Organization (HumRRO), in collaboration with Century Analytics, implemented a quasi-experimental design (QED) using 2018-19 "i-Ready Diagnostic and Instruction" data to evaluate the impact of Curriculum Associates' reading "i-Ready Instruction" on student reading achievement at grades K-5. It was hypothesized student achievement, as measured by the "i-Ready® Diagnostic," would be higher for students using "i-Ready Instruction" for reading over a comparison group of students who did not use this instruction. Matching was conducted to identify a set of comparison students demographically similar to the "i-Ready Instruction" treatment students for each grade level. First, our sample was stratified by gender, English learner status, disability status, and economic disadvantage status. Next, propensity score matching was used to identify analytic samples of "i-Ready Instruction" and comparison students matched on baseline reading student achievement. Students who received the "i-Ready Instruction" and students in the comparison group were administered the reading i-Ready Diagnostic assessments. To evaluate impact, hierarchical-linear modeling (HLM) was conducted separately for each analytic sample with students at level 1 and school at level 2. Results suggest students using "i-Ready Instruction" with fidelity performed statistically significantly better on reading performance than students in grades K-5 who did not use this instruction. The effect sizes fall within or exceed (in the case of kindergarten) the range for which recent research by Kraft (2019) has found is typical of education interventions. These findings provide support that, when used with fidelity, student use of "i-Ready Instruction" for reading is tied to higher student reading achievement. (As Provided).
Anmerkungen	Human Resources Research Organization (HumRRO). 66 Canal Center Plaza Suite 700, Alexandria, VA 22314. Tel: 703-549-3611; Fax: 703-549-9025; Web site: http://www.humrro.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01