Date of Award

Fall 2024

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Committee Chair

Melessa Widener

Abstract

This study evaluated the impact of the Curriculum Associates i-Ready math program, specifically its online personalized pathways, on Title I elementary schools. The primary goals were to determine if the adaptive, personalized learning program positively impacts student achievement and growth in end-of-grade (EOG) assessments and helps students below grade level make academic gains toward proficiency, and if the i-Ready program is a worthwhile investment for renewal while meeting students' educational needs. In the study district, math scores had not met strategic academic goals, prompting the adoption of the i-Ready curriculum. An explanatory sequential mixed methods study was conducted in three phases. Phase 1 involved collecting and analyzing quantitative data, including third- through fifth-grade EOG assessment scores and i-Ready diagnostics, using Pearson correlation and a one-way ANOVA across 5 academic years (2018-2019 to 2022-2023) to assess significant differences. Phase 2 included surveys from teachers, administrators, and instructional leaders to gain perspectives on the program's impact, revealing their perceptions of i-Ready's influence on student math achievement. The last phase also included follow-up interviews with teachers and leaders to identify the intended and unintended effects of the i-Ready program on student progress. The results showed positive correlations between i-Ready usage and student performance, highlighting the importance of implementation fidelity and ongoing professional development for maximizing i-Ready's effectiveness.

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

Download

Share

COinS