Unpacking ELA Achievement in Colorado: Does Personalized Learning Make a Difference? (Poster 37)

• In Event: AERA Poster Session Wednesday 4:20 p.m.
  In Poster Session: A Collection of Studies Covering Varied Topics of Applied Research in Schools

Abstract

Over the past few decades, educational technology has been integrated into education, offering transformative opportunities to enhance teaching and learning. This study examined the effect of a personalized learning platform, IXL, on English language arts (ELA) achievement among students in grades 3 through 8 in Colorado public schools. Using a pretest-posttest control group design, we found that the personalized learning platform had a significant positive effect on ELA achievement. Moreover, the effect was more pronounced among students in high-poverty school neighborhoods. Our findings suggest that technology-supported personalized learning platforms are effective tools to bolster student achievement. These platforms can serve as a valuable resource to support disadvantaged students in an effort to narrow the achievement gap in Colorado.

Authors

• Huan Liu, IXL Learning

• Bozhidar M. Bashkov, IXL Learning

• Christina C Schonberg, IXL Learning

• Mary Hargis, IXL Learning