Background: Imagine Language & Literacy in Kentucky
During the 2017–2018 school year, a large school district in Kentucky implemented Imagine Language & Literacy as a supplemental tool for both English learners (ELs) and non-ELs. Renaissance Star Reading® scale scores were examined to determine the impact of the program on student growth. Star Reading® scores from 890 Imagine Language & Literacy program users in grades two through five were provided by the district. These students attended four campuses with diverse student populations. Test scores utilized were from the beginning and end of the school year.
Of the sample of students whose scores were examined, 21% of the students had Limited English Proficiency (LEP) and 16% of the students had Special Education Status (SPED). On average, students at the four schools used Imagine Language & Literacy for thirty-five hours and passed twenty-six literacy lessons and nineteen language lessons during the 2017–2018 school year.
Results: Students surpass expected growth
Each student was assigned an expected growth which was calculated based on the student’s grade, beginning-of-year performance, duration of program usage, and the moderate growth rate suggested by Renaissance Learning on the Star Reading® assessment. The chart below presents the average growth and the expected growth on the Star Reading assessment. Imagine Language & Literacy users at the four campuses surpassed their expected growth on the Star Reading® assessment across all grades.
Conclusion: Imagine Language & Literacy helps students achieve
The results of this study support the role of Imagine Language & Literacy as a supplementary tool for the development of language and literacy achievement.
Students who used the program in Kentucky experienced greater than expected gains in language and literacy proficiency as demonstrated by performance on the Star Reading® assessment.
Given these findings, we would expect similar results for students who use Imagine Language & Literacy with fidelity.
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