This dissertation examined the effectiveness of i‑Ready for Mathematics for Grade 5 students in a school district in central Florida during the 2016–2017 school year. Leveraging multilevel propensity score matching, students using i‑Ready with fidelity (i.e., a minimum of 45 minutes per week for at least 25 weeks) were matched to students who did not use i‑Ready with fidelity. Impact analyses conducted with multilevel models demonstrated that students using i‑Ready with fidelity experienced greater mathematics score gains on the FSA compared to those who did not use i‑Ready with fidelity. This study meets ESSA Level 2 criteria.
