Impact Evaluation of Imagine MyPath in Moline-Coal Valley School District
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| Title: | Impact Evaluation of Imagine MyPath in Moline-Coal Valley School District |
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| Language: | English |
| Authors: | Michael A. Cook, Nathan Storey, Jane Eisinger, Maria Jose Barros, Steven M. Ross, Johns Hopkins University, Center for Research and Reform in Education (CRRE) |
| Source: | Center for Research and Reform in Education. 2023. |
| Availability: | Johns Hopkins Center for Research and Reform in Education, 300 East Joppa Road Suite 500, Baltimore, MD 21286. Tel: 410-616-2338; Fax: 410-324-4444; Web site: https://education.jhu.edu/crre/ |
| Peer Reviewed: | N |
| Page Count: | 33 |
| Publication Date: | 2023 |
| Document Type: | Reports - Research Tests/Questionnaires |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education Preschool Education |
| Descriptors: | Program Effectiveness, Mathematics Achievement, Reading Achievement, Achievement Gains, Kindergarten, Young Children, Achievement Tests, Teacher Attitudes, Intervention, Supplementary Education, Elementary School Students, Elementary School Teachers, Preschool Teachers |
| Geographic Terms: | Illinois |
| Assessment and Survey Identifiers: | Measures of Academic Progress |
| Abstract: | The purpose of this study was to examine the efficacy of Imagine Learning's MyPath program on student mathematics and reading achievement growth. This study examined achievement growth trajectories of kindergarten students in one suburban Midwestern district in the 2022-23 school year. NWEA MAP mathematics and reading scores served as the main outcome variables in quantitative impact analyses. As Imagine MyPath was used by all district kindergarten students, MAP mathematics and reading score growth of district kindergarten students was compared to that of matched comparison students obtained from a Similar Schools Report (SSR) provided to the district by NWEA. Additionally, a questionnaire was administered to district teachers that used Imagine MyPath to examine teacher perceptions of the program. A statistically significant positive impact of Imagine MyPath on mathematics achievement was observed, with treatment students outgaining matched comparison students by more than 2 points. Treatment students also outgained matched comparison students in reading achievement, but this difference was minimal and not statistically significant. Teacher perceptions of Imagine MyPath were largely positive, especially regarding perceived program impacts on student learning. The results of this study provide preliminary evidence regarding the efficacy of Imagine MyPath in relation to mathematics achievement. It is important to note that results from this study are derived from data in one unique district in which all students used the program. Future research may focus on contexts where some students are using Imagine MyPath while other students are participating in business-as-usual instruction. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | ED642985 |
| Database: | ERIC |
| Abstract: | The purpose of this study was to examine the efficacy of Imagine Learning's MyPath program on student mathematics and reading achievement growth. This study examined achievement growth trajectories of kindergarten students in one suburban Midwestern district in the 2022-23 school year. NWEA MAP mathematics and reading scores served as the main outcome variables in quantitative impact analyses. As Imagine MyPath was used by all district kindergarten students, MAP mathematics and reading score growth of district kindergarten students was compared to that of matched comparison students obtained from a Similar Schools Report (SSR) provided to the district by NWEA. Additionally, a questionnaire was administered to district teachers that used Imagine MyPath to examine teacher perceptions of the program. A statistically significant positive impact of Imagine MyPath on mathematics achievement was observed, with treatment students outgaining matched comparison students by more than 2 points. Treatment students also outgained matched comparison students in reading achievement, but this difference was minimal and not statistically significant. Teacher perceptions of Imagine MyPath were largely positive, especially regarding perceived program impacts on student learning. The results of this study provide preliminary evidence regarding the efficacy of Imagine MyPath in relation to mathematics achievement. It is important to note that results from this study are derived from data in one unique district in which all students used the program. Future research may focus on contexts where some students are using Imagine MyPath while other students are participating in business-as-usual instruction. |
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