Efficacy Research
Impact of i-Ready on Massachusetts End-of-Year Assessments
Overview
Published: March 2022
i-Ready Personalized Instruction, along with the i-Ready Diagnostic, is designed to supplement classroom instruction and support students in reaching grade-level benchmarks. How do those metrics translate to state testing? This research explores the impact of i-Ready on students in Grade 5 as it relates to the Massachusetts Comprehensive Assessment System (MCAS), Massachusetts' state testing system. Results for both mathematics and English language arts showed that even students who did not use i-Ready Personalized Instruction as recommended scored higher on the MCAS. Explore the nuances of the data and the detailed conclusions of the report.
- Program:i-Ready Personalized Instruction for Mathematics, i-Ready Personalized Instruction for Reading
- ESSA Level:2—Moderate
- Subject:Mathematics, Literacy
- Demographic:Black, Latino, Students with Disabilities, White
- Grades:5
- Study Year:2020–2021
Meet the Authors
Madison A. Holzman, Ph.D.
Madison Holzman, Ph.D., is an associate director at Curriculum Associates. She guides the research agenda for teacher-led reading research and conducts research evaluating the impact of Curriculum Associates’ programs on key student outcomes. Previously, she provided assessment consultation in higher education and taught graduate-level courses. She earned a B.A. in Philosophy from Slippery Rock University, an M.Ed. in College Student Personnel Administration, and a Ph.D. in Assessment and Measurement from James Madison University.
Molly K. Duncan, Ph.D.
Molly Duncan, Ph.D., is a research scientist at Curriculum Associates. She studies the efficacy of Curriculum Associates' products and how they’re used in real classrooms. Previously, she worked in program evaluation at a large public school district and in university research labs focused on early reading and writing. She holds a Ph.D. in Educational Psychology from Georgia State University.