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from Georgia State University's Georgia Policy Labs (GPL) finds positive effects on student learning from an online-learning platform used for pandemic recovery.

GPL and its Metro Atlanta Policy Lab for Education (MAPLE) have been working closely with school district partners to measure the efficacy of their recovery strategies in the COVID-19 pandemic's wake. In its latest study, Assistant Professor Jennifer Darling-Aduana and Associate Professor K. Jur茅e Capers find that students who used i-Ready, a personalized, adaptive online-learning platform purchased with federal pandemic relief funds, experienced greater standardized test score growth in math and reading than students who did not use the platform.

Students using i-Ready gained roughly two additional weeks of instructional growth in math and nearly three weeks in reading. Achievement growth was largest for students who completed around 70 lessons in reading and 50 lessons in math.

i-Ready was especially beneficial for students from historically marginalized communities, particularly students who identify as Black, students eligible for free or reduced-price meals and students with identified intellectual disabilities. Their findings also show that students performed better when teachers monitored how often students used the platform and strategically assigned lessons.

Students with lower prior achievement, with prior disciplinary incidents, who identify as male and in lower elementary grades benefited most from the use of teacher-assigned i-Ready lessons, gaining an average of 3.8 weeks of instructional growth in math and 7.5 weeks in reading.

"This study shows that, when districts strategically implement these tools, they can address both pandemic-related learning challenges and long-standing educational disparities," Darling-Aduana said.

Online adaptive learning platforms have logistical advantages in that district leaders can implement them almost anywhere. These platforms also have higher uptake among students and lower stigma related to other interventions. These findings highlight the crucial role online interventions can play in helping students meet and exceed their pre-pandemic learning levels.

To maximize the effectiveness of these platforms, the authors recommend districts allocate funds to support and/or expand their online infrastructure, increase student access and train teachers on the best practices with these platforms.