Efficacy Research

Impact of i-Ready on Massachusetts End-of-Year Assessments


  • Subject: Literacy, Mathematics
  • ESSA Level: 2 - Moderate
  • Demographic: White, Latino, Black, Students with Disabilities
  • Grades: 5
  • Study Year: 2020–2021
  • Program: i-Ready Personalized Instruction for Reading, i-Ready Personalized Instruction for Mathematics

Published March 2022

i-Ready Personalized Instruction, including 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.

Meet the Authors

Madison A. Holzman, Ph.D.


Curriculum Associates

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. Prior to joining Curriculum Associates, she provided assessment consultation in the higher education space and taught graduate-level research, statistics, and assessment 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.


Curriculum Associates

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.