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Scientific and Independent Research Studies
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Istation Research Studies
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.
Independent Study: Istation
Usage Leads to Growth on the NWEA MAP
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.
Using Computer-Adaptive Curriculum to Improve Outcomes on STAAR Reading Assessment
This study investigates the relationship between the usage of the Istation Reading instruction and performance on the STAAR reading assessment for students in grades three through eight across five school districts in Texas, including 22,927 students. Previous research has established that Istation's reading instruction leads to increased achievement, and this study supports this finding, showing that higher Istation usage is associated with improved STAAR Reading scores across all grades, with STAAR Reading gains ranging from 23-125 points. Furthermore, the research revealed that STAAR scores increased notably based on a higher socioeconomic status (SES) category, with observed variability across schools after accounting for usage and SES.
Linking the New Mexico MSSA ELA Assessment to ISIP Reading
This study examined the proficiency projection and classification accuracy of ISIP Reading in relation to the New Mexico Measures of Student Success and Achievement (NM-MSSA) English Language Arts (ELA) assessment for students in grades three through six. The data were sourced from students across six school districts in New Mexico. Strong correlations were observed, highlighting the positive relationship between ISIP Reading and the NM-MSSA ELA assessments. At both the middle of the year (MOY) and end of the year (EOY), approximately 80% of students across all grade levels were accurately classified on ISIP Reading concerning the NM-MSSA ELA assessment. Furthermore, ISIP Reading accurately predicted students meeting the Nearing Proficiency level and above on the NM-MSSA ELA assessment at both MOY and EOY. The findings underscore ISIP Reading as a reliable tool for forecasting student performance on the NM-MSSA ELA assessment.
Using Computer-Adaptive Curriculum to Increase Performance on NWEA MAP Growth Reading Outcomes
This study investigates the relationship between the usage of the Istation Reading curriculum and performance on the NWEA MAP reading assessment for students in grades three through eight across four school districts in California, New Mexico, and Texas, covering 28,264 students. Previous research has established that Istation's reading curriculum leads to increased achievement, and this study supports this finding, showing that higher Istation usage is associated with improved NWEA MAP Reading scores across all grades. Furthermore, the research revealed that NWEA scores increased notably based on a higher socioeconomic status category, with observed variability across schools after accounting for usage and socioeconomic status (SES).
Students Demonstrate Post-Pandemic ISIP Math Growth: A Cohort Study
This longitudinal study examines the extent to which instructional levels change on the ISIP Math assessment for a cohort of students. The data for this study included 9,237 students from 17 states and follows the cohort from second grade (2020) through the end of fourth grade (2023). Inclusion in the convenience sample required students to have ISIP Math scores for each benchmark over the three years for a total of nine scores per student. The key findings were that the number of students in level 1 (at or below the 20th percentile rank) dropped by 14%, and the number of students in level 5 (above the 80th percentile rank) increased by 7% from September 2020 to March 2023. The cohort began second grade with 41% of students above the 40th percentile, which increased to 56% by the end of fourth grade. Although the study had several limitations related to generalizability, the data support that this cohort of students who consistently used ISIP Math are making positive gains toward recovery in the years following the pandemic.
COVID-19 Learning Recovery Signal (2023)
This study investigates the effects of the COVID-19 pandemic on students’ achievement in reading and math across the US and examines recovery on academic achievement to date. Data were collected from the 2018- 2019, 2019-2020, 2020-2021, 2021-2022, and 2022-23 school years. Istation’s Indicators of Progress (ISIP™) Reading and ISIP Math assessments were used. Results from a piecewise growth model show that students’ within-year growth was greater pre-pandemic than post-pandemic. Students experienced a summer learning loss in both reading and math before the pandemic. All students experienced a combination of summer learning loss and COVID-19 learning disruption during the pandemic. Some cohorts showed recovery in either reading or math by the 2022-2023 school year but results still indicate that students need additional support to reach typical grade-level achievement.
Meeting Istation Curriculum Usage Recommendations Increases ISIP Reading Growth (2023)
The report examines the effect of Istation's reading curriculum on students' overall ISIP score and percentile gains, focusing on meeting the recommended usage of 20 to 40 minutes per week. The key findings reveal that the usage of the reading curriculum led to overall growth in ISIP scores and percentiles across all grades (K-3) and tiers. Meeting the usage recommendations resulted in higher gains than those below the recommendation. Kindergarten students who exceeded the usage recommendations showed significantly higher gains than those meeting the recommendations. However, no significant difference was observed between meeting and exceeding usage recommendations in other grade levels. The Istation curriculum appears to be particularly effective for Tier 2 and Tier 3 students, who demonstrated more substantial percentile growth compared to Tier 1 students.
Progress Monitoring Leads to Greater Overall ISIP Score and Percentile Growth Compared to Benchmarking (2023)
This report investigates the effects of using the ISIP Reading assessment for benchmarking and progress monitoring on students' achievement during a school year. It found that students who were progress monitored consistently outperformed those who were only benchmarked, across all grade levels (K-3) and Tier 2 and 3 students. Furthermore, monthly progress monitoring led to greater gains compared to benchmarking and shorter periods of progress monitoring. The study highlights that progress monitoring is a more effective approach for improving student achievement than benchmarking alone. While benchmarking provides valuable information on overall performance, progress monitoring enables educators to make data-driven decisions about instruction and intervention, resulting in better academic outcomes.
Linking STAAR to ISIP Reading (2023)
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.
Student Reading Achievement as a Function of Idaho Schools’ Usage of the Istation Reading Curriculum (2022)
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.
Linking California Smarter Balanced to ISIP Reading (2022)
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.
Linking NWEA MAP Reading to ISIP Reading (2022)
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.
Linking ISIP Reading to the New Jersey Student Learning Assessment (NJSLA) (2022)
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.
Predicting TELPAS Overall Category Rankings Using the ISIP Reading (2022)
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.
From Disruption to Recovery (2022)
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.
Using computer-adaptive curriculum to increase English literacy in emerging bilingual students (2022)
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.
The efficacy of a computer-adaptive reading program on grade 5 students’ reading achievement scores (2022)
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.
The influence of a computer-adaptive reading program on fourth-grade students’ reading achievement scores (2021)
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.
Comparability of ISIP™ Reading Scores Across Alternate Backgrounds (2021)
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.
Computer Adaptive Curriculum and Math Achievement: A Quasi Experimental Study (2021)
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.
SC-READY Predictability Study (2021)
The ISIP Reading scores for fall, winter, and spring are used to predict performance on the end-of-year South Carolina Ready assessment.
NWEA MAP Predictability Study (2021)
The ISIP Reading scores for fall, winter, and spring are used to predict performance on the NWEA MAP assessment in the spring.
Linking the ACT Aspire Assessments to ISIP Reading and Math (2021)
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.
Research Brief: Student Engagement in Online Learning During COVID-19 School Closures Predicts Lower Learning Loss in Fall 2021 (2021)
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.
Early Identification of the Risk of Dyslexia: Can the Istation Indicators of Progress (ISIP) Screen for Risk in Kindergarten through Third Grade? (2021)
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.
Archive
A Case Study of Teachers and their Instructional Practices with the Istation Reading Program (2020)
A mixed methods case study of teachers’ use of the Istation program and its impact on students’ achievement was conducted in two states to determine how teachers' level of fidelity contributed to student achievement. A framework for determining high and low levels of teacher fidelity were established. The findings indicated that the selected teachers who had high levels of fidelity had greater student achievement (as evidenced by students’ mean gain reading scores on the ISIP achievement) than comparative teachers who were categorized as low-fidelity users.
Research supports Idaho district's purchase of reading curriculum for Tier 3 students: Providing access to Istation boosted students' academic growth at Coeur d'Alene Public Schools. (2020)
The article discusses a study on the use of reading curriculum for Tier 3 students at Coeur d'Alene Public Schools in Idaho during the 2018-2019 school year. The study measured the students' phonemic awareness, phonics, fluency, comprehension, and vocabulary. It concluded that giving access to Istation curriculum licenses had resulted in improved students' academic growth.
Spanish and English Biliteracy in Dual-Language Classrooms: A Linear Growth Model for Two Parallel Processes (2020)
Student reading growth in English and Spanish in dual language programs in the US-Mexico border region are examined using a mixed methods approach. Results demonstrated that many students entered kindergarten without knowing either language well. Mean percentile rank scores were higher in Spanish than in English. By upper elementary grades, the students had higher percentile rank scores in English, with the cross over occurring in second or third grade.
Predicting Second-Grade Students’ Yearly Standardized Reading Achievement Using the ISIP ER (2020)
- A free copy is available by searching the Education Resources Information Center (ERIC) and Academic Search Complete databases, available at most public or university libraries.
The present study investigated the predictability of a computer-adaptive, curriculum-based reading assessment for measuring second-grade students' overall and comprehension reading achievement on a standardized reading achievement test. Specifically, second-grade student scores (N = 428) of the Istation's Indicators of Progress for Early Reading (ISIP-ER) and the Standardized Test for the Assessment of Reading (STAR Reading) in one state were examined. Linear regression analysis was conducted to determine the predictability between the ISIP-ER and STAR Reading scores, identifying that both the ISIP-ER overall reading and comprehension scores in December predicted the standardized reading scores in Spring (May). Confidence intervals were estimated to identify the ISIP-ER cut scores that predict STAR Reading scores for all achievement levels. Overall, ISIP-ER shows promise as a universal screening tool for second-grade student yearly reading skills.
Computer-Adaptive Reading to Improve Reading Achievement Among Third-Grade Students At-Risk for Reading Failure (2020)
An essential goal of educational instruction is to ensure that all students become competent readers. To support students in becoming qualified readers, teachers need to identify struggling students and implement adequate curriculum programs. This study examined the effects of a computer-adaptive reading program on third-grade students’ reading achievement, accounting for their achievement level, their usage of computer-adaptive reading program, gender, and free and reduced lunch eligibility. Results indicated that students in the lowest academic level and in the greatest need of intensive reading instruction evidenced greater gains than those above the 20th percentile, exceeding normed expectations. On average, the achievement gap for students in the lowest academic level remained evident. The study provided evidence regarding the benefits of computer-adaptive environments to narrow achievement inequalities and increase opportunities for students who are at the greatest risk of reading failure.
Linking ISIP™ Early Reading to STAAR for second and third grade students
Using data from a large, diverse school district, this study provides proficiency projections for the end-of-year second grade and middle-of-year third grade ISIP ER scores. This study will help teachers identify students at risk of not achieving the STAAR Reading performance of Meets Grade Level or higher.
Linking the Ohio AIR to ISIP
ISIP Reading and ISIP Math middle of the year scores for students in third through eighth grade are used to provide a proficiency projection for the end of year Ohio AIR assessment.
PARCC Predictability Study – 3rd Grade
This study investigates the predictability of the ISIP ER on the Partnership for Assessment of Readiness for College and Careers (PARCC). Using data from a school district in the southwestern United States, this study demonstrates that ISIP ER Reading cut scores can predict the student's outcome on the PARCC. Cut points are provided for both the Fall and Winter benchmark periods.
Linking Istation ISIP Early Reading with the Idaho ISAT
This study investigates the predictability of the ISIP ER on the Idaho Standards Achievement Test (ISAT). It provides evidence that the ISIP Reading cut scores can predict the student's outcome on the ISAT. Cut points are provided for the Winter benchmark period. Data were obtained from all students in the state of Idaho.
ELA Score Gains and Istation Usage
The ISIP ER and Istation usage are positively associated with PARCC ELA scores. When students used Istation according to guidelines, they had increased scores on the English/Language Arts section of the PARCC assessment.
PARCC Predictability Study – Longitudinal Analysis
ISIP ER first and second grade scores are correlated with third grade PARCC performance, even after controlling for prior achievement and student demographics.
Independent Study: Predicting Second Graders Reading Achievement Using the ISIP™ ER
Journal: Computers in the Schools
This study investigates the predictability of the ISIP ER for measuring second-grade students' overall and comprehension reading achievement on a standardized reading achievement test. Specifically, second-grade student scores for the ISIP ER and the Standardized Test for the Assessment of Reading (STAR Reading) in one state were examined. Linear regression analysis was conducted in Mplus to determine the predictability between the ISIP-ER and STAR Reading scores, identifying that both the ISIP-ER overall reading and comprehension scores in December predicted the standardized reading scores in Spring (May). Confidence intervals were estimated to identify the ISIP-ER cut scores that predict STAR Reading scores for all achievement levels. Overall, ISIP-ER shows promise as a universal screening tool for second-grade student yearly reading skills. To obtain a copy of the article, please contact locampbell@ucf.edu.
An Evaluation of Istation Curriculum on Student Reading Growth: A Quasi-Experimental Study Using Propensity Score Analysis
Using a quasi-experimental research design to meet ESSA Tier 2 standards, this study demonstrates that the use of the Istation curriculum for 40 minutes per month leads to reading growth for students in Kindergarten through second grade.
An Investigation of the Summer Learning Effect on Fourth Grade Students' Reading Scores. (2019)
Students' reading losses during the summer are a concern for schools in the United States. The purpose of this investigation was to examine fourth grade students' (N = 5,113) reading development over the summer. The results indicated that students in the lowest two quartiles made achievement gains over summer while these same students evidenced limited reading growth throughout the academic year. In contrast, students in the upper two quartiles evidenced reading losses over summer, although evidencing continuous reading growth throughout the school year. The findings support the need for further investigation of the effects of summer on reading achievement.
Istation Fidelity of Use: For Grades 6-8 (2019)
Fidelity implementation of Istation Reading for grades 6-8 was conducted in a mid-Atlantic school district. Tier 2 and Tier 3 students had greater gains than Tier 1 students on the ISIP AR.
Istation Fidelity of Use: For Grades K-5 (2019)
Fidelity of implementation for Istation was studied in a mid-Atlantic school district. Most schools had adaptive to intended overall fidelity. Students using the computer adaptive curriculum program in Istation consistently with teachers who implemented the program with fidelity had higher mean reading gains.
Measuring the Predictability of ISIP Reading on Student's Virginia Standards of Learning (SOL) Scores: 3rd – 8th Grade Students
This study provides evidence that Istation's Indicators of Progress Early Reading (ISIP ER) and Advanced Reading (ISIP AR) scores can predict the Virginia Standards of Learning (VA SOL) year end scores for all achievement levels among 3rd to 8th grade students. Prediction Bands and Cut Scores are provided.
Journal of At-Risk Issues: Computer-Adaptive Reading to Improve Reading Achievement Among Third-Grade Students At Risk for Reading Failure
This study in the Journal of At-Risk Issues provides evidence regarding the benefits of using Istation to narrow achievement inequalities and increase opportunities for students who are at the greatest risk of reading failure. Students below the 20th percentile who were economically disadvantaged had the greatest gains on their ISIP-ER scores. Students who used Istation at home and at school for more than 30 minutes per week showed the greatest gains.
Measuring the Predictability of ISIP-ER scores on Renaissance STAR Reading®
This study provides evidence that ISIP Reading cut scores can predict the STAR Reading Assessment (STAR) statewide examination scores for all achievement levels among first and second grade students. The study examined kindergarten, first, and second grade ISIP-ER scores (Overall Reading Ability and Reading Comprehension) and STAR Reading scores. Data were collected during the 2017-2018 school year. A simple linear regression analysis was conducted to determine the correlation of the STAR Reading Scaled scores and the ISIP-ER overall reading scores. ISIP-ER scaled scores had a strong correlate to the STAR scores. Predictability “bands” were computed to identify the ISIP-ER cut scores that predict STAR Reading scores for all achievement levels.
ISIP™ Reading and Colorado Measures of Success English Language Arts Linking Study
This study provides evidence that Istation’s Indicators of Progress (ISIP™) Reading cut scores can predict outcomes on the Colorado Measures of Academic Success (CMAS). This study uses 3rd through 5th grade ISIP Overall Reading Ability scores and CMAS English Reading scores. All data come from a school district in the state of Colorado. Multinomial logistic regression was used to calculate the probability that based on a student's middle-of-the year ISIP score, he or she will partially meet, approach, meet, or exceed expectations on the end-of-the-year CMAS. Probabilities are provided for all students, for students who are English Language Learners (ELL), and students who are not ELL. These results give teachers the opportunity to target students for intensive intervention in the middle of the year to increase their probability of meeting expectations on the CMAS.
ISTATION ISIP™ AND OHIO AIR PREDICTABILITY STUDY
This study provides evidence that Istation’s Indicators of Progress (ISIP™) Math and Reading scores can predict outcomes of the American Institutes for Research (AIR) exam in Ohio. This study uses data from the 2017-2018 school year for 3rd through 8th grade students and used simple linear regression to compare ISIP Overall Reading Ability scores with Ohio AIR English/Language Arts (ELA) scores and ISIP Math scores with Ohio AIR Math scores. Predictability "bands" were further computed by using the confidence interval (CI) approach to identify the ISIP cut scores that predict five performance levels. Results of the regression models show that the ISIP Reading measures are predictive of Ohio AIR ELA, and ISIP Math measures are predictive of the Ohio AIR Math assessment. The ISIP Overall Reading and Math ability cut scores to predict Ohio AIR performance levels Limited, Basic, Proficient, Accelerated, and Advanced are reported.
Kindergarten through Grade 5 Report
English Language Learners (ELLs) constitute 9.5% of the student population in the US, and of these students 77.1% are Spanish speakers (NCES, 2017). Istation Lectura Temprana (ISIP Español LT) and Lectura Avanzada (ISIP Español LA) assessments for kindergarten through grade 5 screen for Spanish language skills and help teachers identify whether students are on track for reaching Spanish language goals. This research examines the validity evidence between the ISIP Español LT and ISIP Español LA assessments and other assessment instruments including the Fast Bridge Spanish, Aprenda 3, PARCC, and Texas STAAR exams. The sample consisted of students in the southwestern United States who speak Spanish. Correlations were moderate to strong across all grades and assessments, and classification accuracy increased as the school year progressed.
Prekindergarten Report
Results from assessments such as the Istation Lectura Temprana (ISIP Español LT) can help educators identify whether students in prekindergarten are on track for reaching Spanish-language goals. There are very few universal Spanish screeners available for these young students, and this research evaluates the ISIP Español LT assessment. Data were collected in two school districts in Texas during the 2017-2018 school year. Concurrent validity and sensitivity analysis was conducted using the Fast Bridge Early Reading Spanish and the Spanish Individual Growth and Development Indicators (IGDIs Español) in the fall, winter, and spring semesters.
ISIP Reading and SOL Predictability Study
This study provides evidence that Istation’s Indicators of Progress (ISIP™) Reading cut scores can predict outcomes of the Virginia Standards of Learning (SOL) for English Reading tests. This study uses 3rd through 5th grade ISIP Overall Reading Ability scores and SOL English Reading scores. All data come from one county in the state of Virginia and were collected in the 2016–2017 school year. Simple linear regression analysis was applied. Predictability “bands” were further computed by using the confidence interval (CI) approach to identify the ISIP Reading cut scores that predict SOL English Reading performance levels pass/proficient and pass/advanced. Results of a simple linear regression show that the ISIP Reading measures are predictive of SOL English Reading tests. The ISIP Overall Reading Ability cut scores to predict SOL English Reading performance levels pass/proficient and pass/advanced are reported.
Istation Assessments Predict Achievement Levels on Florida Standards Assessments
A new research study from University of Central Florida shows that Istation’s reading assessment can predict the Florida Standards Assessment English Language Arts (FSA-ELA) statewide examination scores for all achievement levels among third grade students.
Incorporating Istation into Early Childhood Classrooms to Improve Reading Comprehension (2017)
This study investigates if the Istation computer-based reading program promotes reading improvement scores as shown on the STAR Reading test and the Istation test scaled scores for elementary school third-grade learners on different reading levels. The results of this study show a strong correlation between the usage of Istation and the rise of STAR reading scores during the time Istation was integrated. Recommendations for Practitioners: There is no one-size-fits-all solution when implementing such technology to a diverse array of learners on different reading levels, such as Tier 1 (high reader), Tier 2 (medium average benchmark reader), and Tier 3 (low reader). It is essential to provide professional development and training opportunities for teachers.
A free copy is available by searching the Education Resources Information Center (ERIC) and Academic Search Complete databases, available at most public or university libraries.
Predictability Study of ISIP Reading and Kansas Assessment Program: 3rd -6th Grade Students
November 2017
This study provides measurable evidence that the ISIP Reading measures are predictive of the Kansas Assessment Program's English Language Arts scores across grades 3 - 6. It indicates the ISIP assessments can be used as a prediction of how a student will perform on the Kansas ELA assessment. Predictability bands were computed to obtain ISIP cut scores to predict passing the Kansas ELA assessment. Data from 5226 students was collected from a school district in Kansas. ISIP Early Reading and ISIP Advanced Reading overall reading and comprehension scores and Kansas Assessment Program's English Language Arts scores from the 2016-2017 school year were compared.
Independent study on Istation using mixed-method, quasi-experimental design
October 2017
Technology versus teachers in the early literacy classroom: an investigation of the effectiveness of the Istation integrated learning system
Guided by Vygotsky’s social learning theory, this study reports a 24-week investigation on whether regular use of Istation, an integrated learning system used by approximately 4 million students in the United States, had an effect on the early literacy achievement of children in twelve kindergarten classrooms. A mixed-method, quasi-experimental design was constructed using propensity scores. Also investigated were the effects of the level of teacher literacy support on early literacy achievement and the interaction between Istation® use and the level of teacher literacy support. Results indicate that overall, Istation had a statistically significant effect on the literacy learning of the students in the study. Istation cannot provide the article in full as the copyright is held by the journal. The link will direct interested readers to the journal article. A free copy is available by searching the Education Resources Information Center (ERIC) and Academic Search Complete databases, available at most public or university libraries.
Predictability Study of ISIP Reading and STAAR Reading: Prediction Bands
STAAR Prediction Bands - Quick Guide
September 2017
This study provided evidence that Istation’s Indicators of Progress (ISIP™) reading assessments’ cut scores can predict passing scores for the State of Texas Assessments of Academic Readiness (STAAR) reading tests. This study used ISIP Early Reading (3rd grade), ISIP Advanced Reading (4th–8th grade), and STAAR reading tests and applied simple linear regression analysis for each grade’s data. Predictability “bands” were further computed by using the confidence interval (CI) approach to obtain the ISIP reading cut score to predict passing STAAR reading tests. Results of a simple linear regression showed that the ISIP reading measures are highly predictive of STAAR reading scores.
Georgia Milestones Report
July 2016
This study provides measurable evidence that the ISIP Reading measures are predictive of the Georgia Milestone English Language Arts scores across grades 3 - 6. It indicates the ISIP assessments can be used as a prediction of how a student will perform on the Georgia Milestone assessment. Predictability bands were computed to obtain ISIP cut scores to predict passing the Georgia Milestone assessment. Data from 1275 students was collected from a school district in Georgia. ISIP Early Reading and ISIP Advanced Reading overall reading and comprehension scores and Georgia Milestone English Language Arts scores from the 2015-2016 school year were compared.
Istation Reading Leads to Growth for Florida Elementary Students
November 2015
This study, conducted by The Morgridge International Reading Center (MIRC) at the University of Central Florida (UCF), provides an analysis of students’ usage of the Istation reading program by locale, Title I status, grade, and academic level during the 2014-2015 school year. Findings show students who used Istation Home exhibited greater growth than students who exclusively used Istation at school; students in 4th and 5th grade in academic level 3 who needed the most academic intervention and demonstrated the greatest need of intervention exhibited a greater amount of growth than those students in academic level 2; on average, pre-K through 3rd grade students experienced growth in reading; of the participating schools, 79 percent were classified as Title I schools, which traditionally serve underserved students.