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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 Istation Math to Improve NWEA MAP Math Outcomes in At-Risk Students

    This study investigates the efficacy of Istation Math in enhancing NWEA MAP Math outcomes for at-risk first through third grade students. Focusing on Level 1 and 2 students (<41st percentile) from a large urban Texas school district, the research employs linear regression and hierarchical linear modeling to analyze data from the 2022-2023 school year. The study categorizes usage into quintiles, finding significant improvements in NWEA MAP Math scores among students in higher usage quintiles across all grades. Key results include an increase of 6-13 points for Level 1 students and 4-5 points for Level 2 students in the top usage quintiles. These results demonstrate that using Istation helps student performance in math as measured by the NWEA MAP Math assessment, particularly for students who may need more educational intervention to improve performance. 

    Using Istation Math to Improve Student Outcomes on the NWEA MAP Math Assessment

    This study investigates the efficacy of Istation Math in enhancing NWEA MAP Math outcomes for kindergarten through fourth grade students. Focusing on students from a large urban Texas school district, the research employs linear regression and hierarchical linear modeling to analyze data from the 2022-2023 school year. The study categorizes usage into quintiles, finding significant improvements in NWEA MAP Math scores among students in higher usage quintiles across all grades. Key results include an increase of 2-5 points across all grades for students in the top usage quintiles. These results demonstrate that using Istation helps student performance in math as measured by the NWEA MAP Math assessment. 

    Linking NWEA MAP Math to Istation Math

    This study examined the proficiency projection and classification accuracy of Istation Math in relation to the NWEA MAP Math assessment for students in grades three through five. The data were sourced from students across two school districts in Texas and Idaho. Strong correlations were observed, highlighting the positive relationship between Istation Math and the NWEA MAP assessments. At both the middle of the year (MOY) and end of the year (EOY), approximately 85% to 87% of students across all grade levels were accurately classified on Istation Math regarding the NWEA MAP assessment. Furthermore, Istation Math accurately predicted that students would meet the Average level and above on the NWEA MAP assessment at both MOY and EOY. The findings underscore Istation Math as a reliable tool for forecasting student performance on the NWEA MAP Math assessment.

    Using Computer Adaptive Curriculum to Improve Istation Reading Outcomes in Special Education Students

    This study examines the impact of Istation's reading curriculum on the academic performance of special education students in kindergarten through second grade. Conducted across schools in Idaho, New Mexico, and Arkansas during the 2022-2023 academic year, the research utilizes a hierarchical linear model to analyze data. The study categorizes usage into quintiles and demonstrates significant improvements in Istation Reading scores among special education students who engaged more with the curriculum. Notable results include a 16-28 points increase in kindergarten, 11-15 points in first grade, and 9 points in second grade for students in the top usage quintiles. The findings offer contributions to the field of inclusive education, emphasizing the role of technology in addressing diverse learning needs and promoting equitable learning opportunities for special education students.

    Using Computer Adaptive Curriculum to Improve Istation Math Outcomes in Special Education Students

    This study investigates the efficacy of the Istation computer adaptive curriculum in enhancing math outcomes for special education students. Focusing on students from second to fifth grade in Idaho, New Mexico, and Arkansas, the research employs a hierarchical linear model to analyze data from the 2022-2023 school year. The study categorizes usage into quintiles, finding significant improvements in Istation Math scores among special education students in higher usage quintiles across most grades. Key results include a 14-20 points increase in second grade, 14-16 points in third grade, and 18 points in fifth grade for students in the top usage quintiles. The findings contribute valuable insights into using technology to enhance inclusive education practices and cater to the diverse learning needs of special education students.

    Idaho Standards Achievement Test Predictability Study

    The Center for Research and Reform in Education at Johns Hopkins University, in conjunction with Istation, conducted a follow-up study to evaluate the efficacy of the Early Reading (ER) program in Idaho during the 2020-21 academic year, emphasizing the instructional modifications necessitated by the COVID-19 pandemic. The study explored the association between students' ISIP scores and their ISAT ELA proficiency levels in Grades 3-5. A moderate to strong association was discerned between the fall and spring 2020-21 ISIP scores and spring 2021 ISAT ELA scores. Key findings revealed that students with ISIP scores at the 50th percentile or higher exhibited a minimum 50% likelihood of achieving at least Level 3 ISAT ELA proficiency, and those at the 80th percentile or above demonstrated a similar likelihood for Level 4 ISAT proficiency. Moreover, probability tiers for ISAT Level 3 and Level 4 attainments were established at various ISIP score percentiles, aiding in predicting proficiency levels and underscoring the ER program's role in literacy development amidst a challenging educational landscape.

    Istation's Indicators of Progress (ISIP™) Reading and Rapid Automatized Naming (RAN) as a Dyslexia Screener

    Students at risk for dyslexia and other reading difficulties often respond well to specialized intervention if their risk is identified early in elementary school. Identifying these students can be difficult as it requires screening an entire classroom. Istation’s Indicators of Progress-Reading (ISIPTM Reading) and Rapid Automatized Naming (ISIP RAN) are reliable and valid screening measures for assessing student reading ability and risk for dyslexia. They are often used as a formative assessment to help teachers differentiate instruction. This research demonstrates that the scores from the ISIP Reading and ISIP RAN subtests can be used to determine students who may be at risk of dyslexia or other reading difficulties. Cut points are provided starting in the winter of kindergarten through third grade.

    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.

    Using Computer-Adaptive Curriculum to Improve Outcomes on the New Mexico MSSA ELA Assessment

    This study evaluates the impact of Istation usage on academic growth measured by the New Mexico Measures of Student Success and Achievement (NM-MSSA) English Language Arts (ELA) assessment. Istation recommends that students use the program 30–40 minutes per week to increase their achievement in reading. Data were from 11,041 third through fifth grade students from six school districts. Collectively, students who approached, met, and exceeded usage recommendations had growth of 3 to 6 points higher on the NM-MSSA ELA assessment compared to those with lower usage. These results demonstrate that using Istation based on the recommended usage guidelines help student achievement in reading as measured by the NM-MSSA ELA assessment.

    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.


     

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