i-Ready Personalized Instruction and State Assessment Performance for English Learners
Overview
Published: November 2025
How is using i-Ready Personalized Instruction with fidelity associated with state test performance for English Learners?
Curriculum Associates evaluated state assessment scores for more than 127,000 English Learner students in Grades 3–8. These analyses examined the difference in state scores between students who used i-Ready Personalized Instruction with fidelity and students using the program less consistently, accounting for fall performance and school context.
Across all grades in both reading and mathematics, English Learners using i-Ready Personalized Instruction with fidelity scored higher on state tests compared to peers using less consistently. According to Kraft’s benchmarks for education research, these score differences are considered medium to large. On a common metric, fidelity users score anywhere from five to 12 points higher.
- Program:i-Ready Personalized Instruction for Mathematics, i-Ready Personalized Instruction for Reading
- ESSA Level:3—Promising
- Subject:Mathematics, Literacy
- Demographic:English Learners
- Grades:3–8
- Topic:Academic Achievement
- Study Year:2021–2022
- State:Colorado, New York, Wisconsin, Connecticut, Illinois, Kentucky, Missouri, New Mexico, Alaska, Arizona, Delaware, Florida, Georgia, Iowa, Louisiana, Maryland, Massachusetts, Michigan, North Carolina, Ohio, Oregon, Pennsylvania, South Carolina, Tennessee, Texas, Virginia, Washington, West Virginia
STAAR is a federally registered trademark owned by the Texas Education Agency and is used pursuant to license.
About the Authors
Ethan Young
Ethan is a Research Scientist at CA, where he contributes to the organization’s national research portfolio by leading rigorous, data-driven research initiatives. He specializes in longitudinal growth modeling, scalable data analysis systems, and clear, compelling data visualization that strengthens research processes and decision-making.
Kelsey Young
Kelsey Young is the Associate Director of Research Insights and Analytics at Curriculum Associates, where she leads national thought‑leadership research.