Istation’s assessments and instruction are based on data from scientific and independent research studies that have proven Istation's effectiveness in elevating reading fluency and the product's applicability to the classroom.
This independent quasi experimental study meets ESSA Tier 2 evidence standards. Students in schools that used Istation at the recommended levels had significantly greater gains on the NWEA MAP assessment when compared to similar, comparison students.
This study provided the proficiency projection and classification accuracy of ISIP Reading on the STAAR reading assessments for grades three through eight. Strong correlations indicated positive relationships between the ISIP Reading and STAAR assessments at both the middle and end of the year (MOY and EOY). At MOY, 78% of students were correctly classified on ISIP Reading with respect to STAAR. At EOY, 78% of students were correctly classified on ISIP Reading with respect to STAAR. ISIP Reading accurately predicted meeting proficiency on STAAR Reading about 80% of the time at both MOY and EOY.
This study investigated the effect of the ISIP ER program on student’s achievement as measured on the ISAT and the IRI assessment after four years. Students in Istation Curriculum schools had greater ISAT ELA and ISIP score gains compared to those who did not use the curriculum. These gains were mainly evidenced post-COVID-19 pandemic onset, suggesting increased effectiveness of the Istation Curriculum when students were transitioning among various learning formats during the 2020-2021 school year.
This study provided the proficiency projection and classification accuracy of ISIP Reading on the Smarter Balanced reading assessment for third through eighth grade. Strong correlations indicated positive relationships between the ISIP Reading and the Smarter Balanced assessments. At the middle of the year (MOY), 80% of students were correctly classified on ISIP Reading with respect to Smarter Balanced. At the end of the year (EOY), 82% of students were correctly classified on the ISIP Reading with respect to Smarter Balanced. ISIP Reading accurately predicted meeting ELA proficiency on Smarter Balanced about 80% of the time at MOY and 85% of the time at EOY.
This study provided the proficiency projection and classification accuracy of ISIP Reading on the NWEA MAP Reading assessments for kindergarten through eighth grade. Strong correlations indicated positive relationships between the ISIP Reading and the NWEA MAP Reading assessments. At the middle of the year (MOY), 79% of students were correctly classified on ISIP Reading with respect to NWEA MAP. At the end of the year (EOY), 76% of students were correctly classified on the ISIP Reading with respect to the NWEA MAP. ISIP Reading accurately predicted meeting ELA proficiency on the NWEA MAP about 80% of the time both at MOY and EOY.
This study provided the proficiency projection and classification accuracy of ISIP Reading on the NJSLA-ELA for third through eighth grade. Strong correlations indicated positive relationships between the ISIP Reading and the NJSLA-ELA. Between 62% and 81% of students were correctly classified on ISIP Reading with respect to the performance level 4 on the NJSLA-ELA (Met Expectations or higher), whereas 69-77% of students who were not classified at Met Expectations or above did in fact not reach level 4 or above. Students in this sample had to attain high scores on ISIP to attain a medium likelihood of achieving level 4 or level 5 (Exceeded Expectations) on NJSLA-ELA. Cut points at the 30th to 35th percentiles showed good classification accuracy for predicting students who would pass the state assessment.
ISIP Reading is linked to the Texas Evaluation of Language Proficiency System (TELPAS). Student percentile ranks on the winter administration predict the likelihood of achieving the Advanced or Advanced High category on the TELPAS. Students in grade 2 need to be at the 95th percentile or higher on ISIP Reading to have high odds of reaching Advanced High on the TELPAS. Students in grade 3 need to be at the 76th percentile or higher, students in grade 4 need to be at the 71st percentile, and students in grade 5 need to be at the 56th percentile or higher to have high odds of reaching Advanced High on the TELPAS.
This study investigates the effects of the COVID-19 pandemic on students’ achievement in reading and math across the US. Data were collected from the 2018- 2019, 2019-2020, and 2020-2021 school years. Istation’s Indicators of Progress (ISIP™) Reading and ISIP Math assessments were used. Results from a piecewise growth model show that students performed well before the COVID-19 pandemic. Students experienced a summer learning loss in both reading and math depending on grade level before the pandemic. All students experienced a combination of summer learning loss and COVID-19 learning disruption during the pandemic. Students’ academic performance was lower during the pandemic.
Istation partnered with a large urban school district to study the impact of the reading curriculum in English and Spanish on bilingual students’ English language proficiency, as measured by the Texas Evaluation of Language Proficiency System (TELPAS). A logistic regression mixed effects model found that emerging bilingual students in grades 2 and 3 had better odds of improving a level on the TELPAS if they used the Istation Spanish curriculum at the recommended levels, and used less of the English curriculum. Students who were in the Advanced category on TELPAS the previous year had better odds of reaching Advanced High if they used the English curriculum more than they used the Spanish curriculum.
Designed to qualify for ESSA Tier 2 evidence, this study used propensity score matching, a quasi experimental design, to evaluate the impact of using Istation curriculum with fifth grade students. Students who used the curriculum had statistically significant higher gains than students in the control group on their overall reading, vocabulary, and reading comprehension scores.
This study investigated how incorporating technology into the classroom for reading instruction helped students’ reading growth. Fourth grade students who used the Istation curriculum for the recommended weekly minutes demonstrated greater learning gains than students who did not use the curriculum.
This research evaluates whether student performance is comparable on the ISIP ER when the background changes color while keeping the content consistent. Results show that after controlling for prior achievement and ability level, having a new background slightly increased student performance. Effects varied by grade and subtest; however, all effect sizes were small. The most likely explanation is a novelty effect as the students were exposed to a background that was different than what they had been used to seeing on their monthly assessment.
Students in the elementary grades had significantly more growth on the ISIP Math assessment when they also used the Istation Math curriculum for the recommended amount of time.
The ISIP Reading scores for fall, winter, and spring are used to predict performance on the end-of-year South Carolina Ready assessment.
The ISIP Reading scores for fall, winter, and spring are used to predict performance on the NWEA MAP assessment in the spring.
ISIP Reading and ISIP Math are linked to the ACT Aspire end of year assessment. Proficiency projections are provided for students at the end of second grade and the middle of third grade to identify students that may need targeted intervention or differentiated instruction to increase the likelihood that the students will achieve the Ready or higher performance level. Cut points based on classification accuracy are provided for the third grade middle of the year scores.
Students who participated in online learning using Istation during the Spring of 2020 school closures due to the COVID 19 pandemic had higher achievement scores in the Fall of 2020 than students who did not engage in online learning. Students enrolled in higher poverty schools who engaged in online learning narrowed the achievement gap with students in lower poverty schools.
Students who are at risk of dyslexia respond well to effective treatment or therapy if they are caught early enough in their school careers. This research uses Istation’s Indicators of Progress, Early Reading (ISIP ER) to create risk factors based on patterns of strengths and weaknesses associated with a risk of dyslexia. Cut scores for specific subtests for Reading Comprehension, Spelling, and Alphabetic Decoding from ISIP ER are provided for first through third grades.