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For more than 25 years, districts have trusted Istation to reach academic targets and foster students growth with evidence-based formative assessments, supplemental curriculum, and professional learning.
As the pioneer of online personalized learning, we empower educators to deliver high-quality, equitable education to millions of students.
This research supports the effective implementation of Istation Reading and Spanish Literacy elevates dual language learning by fostering bilingualism, biliteracy, and biculturalism - improving biliteracy performance relative to the state.
Grades 2-4
This longitudinal research provides evidence on how post-pandemic Istation Math usage led to positive student growth trends.
This study highlights the differences in growth pre- and post-pandemic, advocating for additional support to reach typical grade-level achievement.
This study examines summer learning loss before the pandemic in tandem with learning disruption during the pandemic providing recovery solutions.
This research evaluated whether or not different background colors changed Istation Reading performance when keeping the content consistent.
This research evaluated whether or not different background colors changed Istation Reading performance when keeping the content consistent.
This study provides evidence on how Istation Math usage has a direct impact on increasing math performance in a Texas school district.
This research supports the significant growth in Istation Reading scores among special education student users.
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This study provides proficiency projections of the Istation Math Formative Assessment on the NWEA MAP Math assessment.
This study links Istation Reading Formative Assessment scores with student performance on the ISAT ELA assessment.
This study links Istation Reading Formative Assessment scores with student performance on the OSTP ELA assessment.
This study provides proficiency projections on the Istation Reading Formative Assessment on the NM-MSSA ELA assessment.
This study provides proficiency projections of the Istation Reading Formative Assessment on the STAAR Reading assessment.
This study provides proficiency projections of the Istation Reading Formative Assessment on the Smarter Balanced ELA assessment.
This study provides proficiency projections of the Istation Reading Formative Assessment on the NWEA MAP Reading assessment.
This study provides proficiency projections of the Istation Reading Formative Assessment on the NJSLA ELA assessment.
This study provides proficiency projections of achieving Advanced or Advanced High on the TELPAS.
This study provides proficiency projections of the Istation Reading Formative Assessment on the South Carolina Ready assessment.
This study provides proficiency projections of the Istation Reading and Math Formative Assessment on the ACT Aspire assessment.
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Increased Istation Math usage leads to increased NWEA MAP Math scores of up to 13 points in at-risk students.
This study links Istation Math usage with increased NWEA MAP Math scores up to 5 points.
This research supports the significant growth in Istation Reading scores among special education student users.
This study supports how Istation Math curriculum usage improved Istation Math scores up to 20 points in special education students.
This research supports increased Istation Reading supplemental curriculum usage elevated STAAR Reading scores up to 125 points.
This study shows how Istation Reading computer-adaptive curriculum increased NM-MSSA ELA scores up to 6 points.
This study links Istation Reading curriculum with increased NWEA MAP Reading scores up to 16 points.
This study shows differences in Istation Reading gains between students not meeting, meeting, and exceeding usage recommendations.
This study shows Istation Reading score and percentile gains between students using Istation for benchmarking compared to progress monitoring.
This study shows Istation Reading score and percentile gains between students using Istation for benchmarking compared to progress monitoring.
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Correlation study with Oklahoma linking OSTP ELA scores to Istation Reading.
This study shows how Istation Reading computer-adaptive curriculum increased NM-MSSA ELA scores up to 6 points.
Correlation study with 5 Texas schools linking STAAR scores to Istation ISIP Reading scores.
This predictability study links how Istation usage helps schools accurately predict MOY and EOY student performance on the NWEA MAP Math Assessment.
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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.
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.
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)
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.
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.
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.
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.
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.
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.
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.
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
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.
STAAR Prediction Bands - Quick Guide (180KB)
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.
Istation Español Growth Study: Pre-Kindergarten to Third Grade
September 2014
This study provides a growth analysis of overall reading ability of Grades Pre-Kindergarten–3rd students from the 2013-2014 school year using Istation Español. Findings show that students using Istation Español make greater gains in overall reading ability as compared to those who do not use or used less Istation Reading en Español curriculum. This study also found that students at risk of reading failure make greater gains with sufficient amount of Istation Reading en Español curriculum usage.
Istation Reading Growth Study: Grades 1–8
July 2014
This study provides a growth analysis of overall reading ability of Grades 1-8 students from the 2013-2014 school year in the state of Texas. Findings show that students using Istation Reading make greater gains in overall reading ability as compared to those who do not use or used less Istation Reading curriculum. This study also found that students at risk of reading failure make greater gains with sufficient amount of Istation Reading curriculum usage.
Istation Reading Growth Study: Nationwide Data for Pre-Kindergarten and Kindergarten
June 2014
This study provides a nationwide growth analysis of early literacy skills in Pre-Kindergarten and Kindergarten students from the 2013-2014 school year. Findings show that students using Istation Reading make greater gains in early literacy skills as compared to those who do not use or used less Istation Reading curriculum. This study also found that students at risk of reading failure make greater gains with sufficient amount of Istation Reading curriculum usage.
Predictability Study of ISIP Reading and STAAR Reading: Prediction Bands
March 2014
This study provides evidence of the ability of ISIP Reading cut scores to predict passing the of STAAR across grades 3-8. Predictability bands were computed to obtain ISIP cut scores to predict passing STAAR. Data from 20,493 students was collected from the Garland Independent School District, in Garland, TX. ISIP Early Reading and ISIP Advanced Reading overall reading scores and STAAR Reading scores from the 2012-2013 school year were compared.
ISIP Reading versus STAAR Reading: The Predictability Study
January 2014
This study provides measurable evidence that the ISIP Reading measures are predictive of STAAR Reading scores across grades 3 - 8. It indicates the ISIP tests can be used as a prediction of how a student will score on STAAR. Data from 20,493 students was collected from the Garland Independent School District, in Garland, TX. ISIP Early Reading and ISIP Advanced Reading overall reading scores and STAAR Reading scores from the 2012-2013 school year were compared.
ISIP Validity and Reliability Research Report for Pre-K
March 15, 2010
During the 2009–10 school year, a study using ISIP, Istation’s Indicators of Progress, Early Reading assessment program was conducted in eleven pre-kindergarten classes from a large North Texas school district. Data were examined for concurrent validity with external measures, as well as internal consistency and test-retest reliability. Results show large to very large evidence of reliability and validity with regard to letter knowledge, vocabulary, phonemic awareness, and comprehensive reading ability for students in pre-kindergarten.
ISIP Early Reading Reliability and Validity Evidence
August 21, 2009
During the 2008–09 school year, a validity and reliability study using ISIP, Istation’s Indicators of Progress computer-adaptive reading assessment program, was conducted in five elementary schools from a North Texas school district. Data were examined for internal consistency, test‐retest reliability, concurrent validity with external measures, including DIBELS, TPRI, AND ITBS, and predictive validity with TAKS. Results show moderate to strong evidence of reliability and validity with regard to phonemic awareness, alphabetic knowledge, vocabulary, and reading comprehension.
ISIP Concurrent and Predictive Validity Study
April 16, 2007
In this study, concurrent validity information was gathered on ISIP (Istation's Indicators of Progress) kindergarten, first, second, and third grade benchmark assessments compared to Dynamic Indicators of Basic Early Literacy Skills kindergarten, first, second, and third grade benchmark assessments (DIBELS, Good, Kaminski, & Dill, 2002). Further, predictive validity information was gathered on ISIP third grade benchmarks compared to the Texas Assessment of Knowledge and Skills (TAKS) at third grade.
This study provides evidence for ESSA on how Istation Reading improves NWEA MAP Reading outcomes.
This study provides Tier 2 evidence for ESSA on how Istation Reading improves Istation Reading overall, vocabulary, and reading comprehension scores.
This study provides Tier 3 evidence for ESSA on how Istation Reading improves ISAT ELA outcomes.
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Correlations study with Oklahoma linking OSTP ELA scores to Istation Reading.
Correlation study linking the New Mexico MSSA ELA Assessment scores with Istation Assessment Scores.
Correlation study with 5 Texas schools linking STAAR scores to Istation ISIP Reading scores.
Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat.
Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat.
Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat.