Summary
This research report examines the impact of IXL usage on the academic performance of 7th- and 8th-grade students in a public urban middle school in Missouri, focusing specifically on math and English language arts (ELA) achievement as measured by the Missouri Assessment Program (MAP). The study aims to determine how the amount of IXL usage correlates with students' performance on the 2024 MAP assessments. The findings indicate that higher IXL usage is associated with improved performance in both subjects. Specifically, students who reached proficiency in more skills, answered more questions correctly, and spent more time practicing on IXL demonstrated better outcomes. The report details the methodology, including data sources and analysis techniques, and presents statistical evidence supporting the positive relationship between IXL usage and student achievement. Additionally, it discusses the implications of these findings for educational practices and suggests that increased implementation fidelity through professional development could enhance student outcomes further.
