Summary
This research article examines the longitudinal math growth of a selected cohort of students using Istation’s Indicators of Progress (ISIP) Math assessment over three academic years, from second grade through fourth grade. The study analyzes data collected from 17 states, focusing on the changes in instructional levels of students as they progressed from September 2020 to March 2023. Key findings indicate a 14% decrease in students at level 1 and a 7% increase in those at level 5, suggesting positive growth in math proficiency following the disruptions caused by the COVID-19 pandemic. The article outlines the methodology, including the selection criteria for the cohort and the assessment process, and discusses the implications of the findings for understanding student recovery and growth in mathematics. Limitations of the study are acknowledged, including the convenience sample and the aggregate nature of the data, which may affect the generalizability of the results. Future research directions are proposed to further investigate the impact of Istation usage on student progress.
