Using Computer Adaptive Curriculum to Improve Istation Reading Outcomes

This technical report evaluates the impact of the Istation Reading curriculum on reading outcomes for special education students in kindergarten through second grade across Idaho, New Mexico, and Arkansas. The study utilizes data from the 2022-23 academic year and applies a hierarchical linear model to analyze the relationship between curriculum usage and reading performance. The findings indicate that increased usage of the Istation curriculum correlates with higher reading scores on the Istation Reading formative assessment. Specifically, special education students in higher usage quintiles demonstrated significant score improvements compared to those in lower quintiles. For instance, kindergarten students in the top usage quintiles scored 16 to 28 points higher than their peers in the lowest quintile. The report also discusses the implications of these results for educational practices and the potential benefits of adaptive learning technologies in supporting diverse learning needs in inclusive classroom settings.