Does Educational Technology Benefit Socioeconomically Disadvantaged Students? An Examination of IXL in Michigan Schools

• In Event: AERA Roundtable Session Saturday 3:20 pm Four Seasons Ballroom 1
  In Roundtable Session: Leveraging Technology and Digital Learning: Diverse Evaluation Perspectives (Table 11)

Abstract

The educational disruptions caused by the COVID-19 pandemic had significant negative impacts on academic achievement, especially among vulnerable students. Now, with pandemic-related education funding dwindling, there is growing pressure on educators to implement only high-quality, evidence-based tools to address achievement gaps. In this study, we examined the effects of one popular online learning platform, IXL, on ELA achievement in Michigan schools, with a focus on socioeconomically disadvantaged students. Analyzing data from >3,000 grade cohorts, we found that students using IXL ELA scored significantly higher than comparison cohorts on the state summative assessment in ELA. This benefit remained consistent across students classified as disadvantaged by two different criteria. Implications for closing achievement gaps in light of budgetary constraints are discussed.

Authors

• Mary Hargis, IXL Learning

• Bozhidar M. Bashkov, IXL Learning

• Huan Liu, IXL Learning

• Christina C Schonberg, IXL Learning