Literaturnachweis - Detailanzeige
Autor/inn/en | Swain, Matthew; Randel, Bruce; Norman Dvorak, Rebecca |
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Institution | Human Resources Research Organization (HumRRO); Curriculum Associates (CA) |
Titel | Impact Evaluation of Reading "i-Ready Instruction" for Middle School Grades Using 2018-19 Data. Final Report. No. 108 |
Quelle | (2020), (27 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Individualized Instruction; Web Based Instruction; Instructional Effectiveness; Public Schools; Reading Instruction; Reading Achievement; Sex; English Language Learners; Special Education; Low Income Students; Rural Schools; Urban Schools; Suburban Schools; Middle School Students; Grade 6; Grade 7; Grade 8; Charter Schools; Magnet Schools Individualisierender Unterricht; Web Based Training; Unterrichtserfolg; Public school; Öffentliche Schule; 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; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; 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 6-8. 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 6-8 who did not use this instruction. The effect sizes fall within 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 |