Research, Ratings, and Reviews
Proven to Work in New Jersey
i-Ready has been proven to support New Jersey educators and students.
i-Ready Diagnostic and the New Jersey Student Learning Assessments
i-Ready Diagnostic and the 2019 NJSLA are highly correlated—with an average spring correlation of .78 for English Language Arts and .82 for Mathematics.
National Center on Intensive Intervention
National Center on Intensive Intervention's evaluation of i-Ready as an Academic Screening Tool and Progress Monitoring Tool
"We are in our second year of implementation of Ready Math (now Ready Classroom) in our K-5 classrooms across all schools. We are seeing transformed mathematics instruction. Students are engaged in dialogue, supporting one another through challenging and rigorous standards-aligned math concepts, demonstrating their thinking and learning and tracking their own progress through the use of various tools. The best part is that teachers and administrators have real-time data at their fingertips to plan for personalized learning in a meaningful way. I am looing forward to seeing the growth over the next few years. "— Cara DiMeo, Toms River Regional Schools, NJ
"The Somers Point School District selected Ready Math to pilot based on the positive rating on EdReports.org. The program has helped Somers Point align math instruction to the New Jersey Student Learning Standards. In addition, it has helped teachers increase the rigor of instruction through protocols using mathematical discourse. The iReady component has helped the district identify students in need of interventions through the diagnostic assessments. In addition, the online practices has helped students close gaps in knowledge and skills through individualized practice. Math scores overall are trending upward as a result – especially for students who have been using Ready Math for multiple years of instruction."— Kim Tucker, Somers Point, NJ
"Ready Math takes the approach that there is more to math than just speed and memorizing. Ready Math uses the best practices of CPA Concrete, Pictorial/representational, and Abstract thinking. Kids in my math class move through these stages and connect these stages to really have a true understanding of math. My students need to see, touch, and create the math they are learning, then they can represent the math in pictures and finally after exploring and developing these skills my students can refine their thinking and turn it into more abstract thinking involving symbols and numbers. Ready Math guides my students (and teachers) through these different stages. Each lesson starts with an engaging exploration. Students are asked to come up with two or more different methods of solving the problem and then share their ideas with the class. Mathematical discourse is natural in my class. Students see math from different perspectives- and realize that no one method is the “correct” method, nor is the “teacher’s way” the only way to solve the problem. An anchor task idea starts each lesson, multiple methods are explored and explained, and connections are being made by students at every level. Reflection and journaling are big ideas that happen naturally within the Ready Math program and now within my class. Students in my class don’t think twice about writing in math class. The idea of “I used to think, but now I know” is a true reflection of the higher-order thinking that goes on in my third-grade classroom daily and multiple times throughout a math lesson. Learning in Ready Math doesn’t take place in the exploration alone, it takes place in the reflection of that exploration. Reflection and journaling no longer happen only at the end of the lesson or at the end of the unit. Students in my Ready Math Class are verbalizing and communicating math. They have learned that there are inefficient ways to do math and they have learned from each other that there are more efficient ways to do the math. They have learned that math is not memorization, but fun: it is a puzzle, a challenge worth taking. Students don’t want to be late to school anymore- after all, if they are late, they may miss math class! "— Donna Eisenacher, Third Grade Teacher, Princeton Public Schools
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