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Third-party study finds students using Imagine Language & Literacy show greater improvement on assessments than non-users

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SEG Measurement research finds fourth and fifth grade Texas students that use Imagine Language & Literacy show greater improvement on STAAR assessments than students who do not use the program
Student using Imagine Language & Literacy program

A new study by SEG Measurement, a leading research firm, found that students in Texas using Imagine Language & Literacy showed significantly greater improvement in reading skills than students who did not use the program. The study was conducted during the 2017–2018 school year to measure the effectiveness of Imagine Language & Literacy—a supplemental, digital educational program aimed at helping students develop language and literacy skills. 

Over 1,200 fourth grade students and over 1,000 fifth grade students in Texas participated in the study. Growth in reading skills was assessed using the Spring 2017 Texas STAAR assessment results as the pretest and the Spring 2018 STAAR results as the posttest. Overall, both age groups showed significant improvement in reading skills as measured by the assessments.

Fourth grade students from the study that used Imagine Language & Literacy showed about 33 points more growth on the assessment, or .24 effect size, than did fourth grade students not using the program. Fifth grade students showed about 19 points more growth on the assessment, or .14 effect size, than did non-users. These results indicate that Imagine Language & Literacy is effective for improving fourth and fifth grade reading skills.

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Both groups of study participants were statistically matched using propensity score matching based on prior reading skills, gender, and ethnicity. “This statistical matching provides increased rigor in the analyses and helps control for factors beyond product use that may influence performance,” explained Nari Carter, Research Manager at Imagine Learning. The reading skills growth in the matched groups were compared statistically using analysis of covariance (ANCOVA) which measured the difference between the Spring 2017 scores and the Spring 2018 scores.

“We’re excited to see these results for the students of Texas,” said Bryan Sparks, Co-President of Imagine Learning. “We continue to see evidence of the efficacy of our programs in classrooms and schools across the country and are thrilled to help our partnership schools make a difference for their students.”

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To read the full study, visit our Imagine Learning research page here.

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