Impact of Computer-Adaptive Curriculum on Bilingual Literacy

This research report examines the effects of a computer-adaptive reading curriculum on the English language proficiency of bilingual students. Conducted by Istation in partnership with a large urban school district in Texas, the study analyzes quantitative data from the 2016-2019 school years, focusing on students in grades two through five. The report details the methodology, including the use of logistic regression mixed effects models to evaluate the relationship between curriculum usage and movement along the Texas English Language Proficiency Assessment System (TELPAS) proficiency continuum. Key findings indicate that students who utilized the Istation Spanish curriculum significantly improved their TELPAS scores, particularly those in grades two and three. The report also discusses the implications of these findings for instructional strategies in bilingual education, emphasizing the importance of using both English and Spanish curricula to enhance literacy outcomes. Overall, the research provides valuable insights into effective practices for supporting emerging bilingual students in their language acquisition journey.