OVERVIEW
During the 2015, 2016, and 2017 school years, Cypress-Fairbanks
Independent School District (CFISD) students who passed the State
of Texas Assessment of Academic Readiness (STAAR®) End-of-Course
(EOC) assessment, but failed the corresponding English I, English II,
Algebra I, U.S. History, or Biology course, were given the option to
retake the failed course in a traditional credit recovery classroom or
use an Imagine Edgenuity online credit recovery course. Students in
both groups completed their credit recovery coursework during their
regularly scheduled block (Imagine Edgenuity students completed
their coursework in computer labs).
RESULTS
Across all subjects and years, results show that students enrolled in Imagine Edgenuity’s online English I, English II,
Algebra I, U.S. History, and Biology courses obtained more credits (99.7% versus 73.8%) and achieved higher course
grades (79.6% versus 64.5%) than an equivalent group of students enrolled in a face-to-face credit recovery course
(see Table 1)1. Data also indicate that 12th-grade students enrolled in Imagine Edgenuity credit recovery courses
graduated at a higher rate than those who took the face-to-face credit recovery courses (see Table 2).
Cypress-Fairbanks ISD
Demographics (N = 1,962)
Hispanic 61%
African American 25%
Caucasian 10%
Asian 2%
Multiracial 1%
Native American 1%
Imagine Edgenuity Students Recover
26% More Credits and Graduate at
a Higher Rate than Their Peers
Research Brief | Online Credit Recovery
Cypress-Fairbanks Independent School District, Texas
Treatment Group Comparison Group
Subject Number of
Students
Number of
Enrollments
Average
Grade
# Credits
Attempted
% Credits
Earned
Number of
Students
Number of
Enrollments
Average
Grade
# Credits
Attempted
% Credits
Earned
Algebra I 128 136 77.0%*** 68 99.3%* 128 185 65.9%*** 92.5 69.7%*
English I 127 134 80.3%*** 67 100.0%* 127 151 62.4%*** 75.5 68.2%*
English II 207 220 79.1%*** 110 100.0%*** 207 255 65.2%*** 127.5 76.9%***
Biology 215 222 79.5%*** 111 100.0%** 215 282 62.4%*** 141 70.6%**
U.S. History 304 317 82.2%*** 158.5 99.4%* 304 406 66.5%*** 203 78.1%*
All 981 1,029 80.0%*** 514.5 99.7%*** 981 1,279 64.6%*** 639.5 73.5%***
Table 1. Course Grade and Credit Attainment Rates, School Year 2015–16 to School Year 2017–18
Cypress-Fairbanks ISD Students, Treatment and Comparison Groups (N = 1,962)
*p < .05; **p < .01; ***p < .001
Note: Students earned 0.5 credits for a semester-long course and one credit for a year-long course.
1 This study used a matched-comparison group design to evaluate the effects of Edgenuity credit recovery courses on student achievement. The analytical sample consisted of (1) a group of students who used
Edgenuity online credit recovery courses; and (2) a comparison group of equivalent students who took a face-to-face credit recovery course. Edgenuity students were included in the analysis if they completed
100% of course activities with a grade greater than or equal to 70% and/or if their enrollment status was marked “completed” by a teacher. Researchers used exact matching to identify a comparison group whose
baseline characteristics were similar to those of Edgenuity students at the beginning of the intervention. First, researchers identified comparison students whose grade level, gender, and English language status
were identical to the Edgenuity sample. Next, researchers paired students based on their ethnicity. White students were required to be matched with white students. For those not self-identified as white, a match
within ethnicity was made. If there was no matching student available, a student match was made by randomly selecting from remaining students who were from one of the remaining race/ethnicity categories. If
a match using these procedures was not available for the Imagine Edgenuity student, that student was removed from the analysis. Finally, researchers used paired t-tests to determine whether performance on the
prior year STAAR EOC assessments differed significantly between the treatment and comparison groups. No significant differences were found; therefore, the matching procedures used were successful in creating
equivalent groups. See Appendix A.
During the 2015, 2016, and 2017 school years, Cypress-Fairbanks
Independent School District (CFISD) students who passed the State
of Texas Assessment of Academic Readiness (STAAR®) End-of-Course
(EOC) assessment, but failed the corresponding English I, English II,
Algebra I, U.S. History, or Biology course, were given the option to
retake the failed course in a traditional credit recovery classroom or
use an Imagine Edgenuity online credit recovery course. Students in
both groups completed their credit recovery coursework during their
regularly scheduled block (Imagine Edgenuity students completed
their coursework in computer labs).
RESULTS
Across all subjects and years, results show that students enrolled in Imagine Edgenuity’s online English I, English II,
Algebra I, U.S. History, and Biology courses obtained more credits (99.7% versus 73.8%) and achieved higher course
grades (79.6% versus 64.5%) than an equivalent group of students enrolled in a face-to-face credit recovery course
(see Table 1)1. Data also indicate that 12th-grade students enrolled in Imagine Edgenuity credit recovery courses
graduated at a higher rate than those who took the face-to-face credit recovery courses (see Table 2).
Cypress-Fairbanks ISD
Demographics (N = 1,962)
Hispanic 61%
African American 25%
Caucasian 10%
Asian 2%
Multiracial 1%
Native American 1%
Imagine Edgenuity Students Recover
26% More Credits and Graduate at
a Higher Rate than Their Peers
Research Brief | Online Credit Recovery
Cypress-Fairbanks Independent School District, Texas
Treatment Group Comparison Group
Subject Number of
Students
Number of
Enrollments
Average
Grade
# Credits
Attempted
% Credits
Earned
Number of
Students
Number of
Enrollments
Average
Grade
# Credits
Attempted
% Credits
Earned
Algebra I 128 136 77.0%*** 68 99.3%* 128 185 65.9%*** 92.5 69.7%*
English I 127 134 80.3%*** 67 100.0%* 127 151 62.4%*** 75.5 68.2%*
English II 207 220 79.1%*** 110 100.0%*** 207 255 65.2%*** 127.5 76.9%***
Biology 215 222 79.5%*** 111 100.0%** 215 282 62.4%*** 141 70.6%**
U.S. History 304 317 82.2%*** 158.5 99.4%* 304 406 66.5%*** 203 78.1%*
All 981 1,029 80.0%*** 514.5 99.7%*** 981 1,279 64.6%*** 639.5 73.5%***
Table 1. Course Grade and Credit Attainment Rates, School Year 2015–16 to School Year 2017–18
Cypress-Fairbanks ISD Students, Treatment and Comparison Groups (N = 1,962)
*p < .05; **p < .01; ***p < .001
Note: Students earned 0.5 credits for a semester-long course and one credit for a year-long course.
1 This study used a matched-comparison group design to evaluate the effects of Edgenuity credit recovery courses on student achievement. The analytical sample consisted of (1) a group of students who used
Edgenuity online credit recovery courses; and (2) a comparison group of equivalent students who took a face-to-face credit recovery course. Edgenuity students were included in the analysis if they completed
100% of course activities with a grade greater than or equal to 70% and/or if their enrollment status was marked “completed” by a teacher. Researchers used exact matching to identify a comparison group whose
baseline characteristics were similar to those of Edgenuity students at the beginning of the intervention. First, researchers identified comparison students whose grade level, gender, and English language status
were identical to the Edgenuity sample. Next, researchers paired students based on their ethnicity. White students were required to be matched with white students. For those not self-identified as white, a match
within ethnicity was made. If there was no matching student available, a student match was made by randomly selecting from remaining students who were from one of the remaining race/ethnicity categories. If
a match using these procedures was not available for the Imagine Edgenuity student, that student was removed from the analysis. Finally, researchers used paired t-tests to determine whether performance on the
prior year STAAR EOC assessments differed significantly between the treatment and comparison groups. No significant differences were found; therefore, the matching procedures used were successful in creating
equivalent groups. See Appendix A.
SUCCESS FACTORS
The school attributes its success to:
● Making content material more personalized and accessible: Imagine Edgenuity courses use a variety
of instructional formats, including video lectures, graphic displays, simulations, closed captioning,
and text (with optional read-aloud support). Students could learn content material in a variety of ways.
● Customizing courses to match CFISD’s curriculum scope and sequence: Using Imagine Edgenuity’s
Texas-specific courses, district curriculum staff customized the content of online courses to match
the scope and sequence of face-to-face courses.
● Arming teachers with additional data to track progress: Computer-lab managers had access to students’
real-time progress, engagement, and achievement data. They were able to closely monitor and use this
data to motivate students and help them stay on track.
Table 2. 12th-Grade Graduation Rates, Spring 2016 to Spring 2018
Cypress Fairbanks ISD Students, Treatment and Comparison Groups (N = 714)
Treatment Group Comparison Group
Subject # 12th Graders 12th Graders Graduated # 12th Graders 12th Graders Graduated
Algebra I 7 5 (71.4%) 7 4 (57.1%)
English I 3 3 (100.0%) 3 3 (100.0%)
English II 63 52 (82.5%*) 63 51 (81.0%*)
Biology 28 25 (89.3%**) 28 19 (67.9%**)
U.S. History 256 209 (81.6%***) 256 206 (80.5%***)
All 357 294 (82.4%***) 357 283 (79.3%***)
*p < .10; **p < .05; ***p < .001
imaginelearning.com
877-338-2020 • solutions@imaginelearning.com
The school attributes its success to:
● Making content material more personalized and accessible: Imagine Edgenuity courses use a variety
of instructional formats, including video lectures, graphic displays, simulations, closed captioning,
and text (with optional read-aloud support). Students could learn content material in a variety of ways.
● Customizing courses to match CFISD’s curriculum scope and sequence: Using Imagine Edgenuity’s
Texas-specific courses, district curriculum staff customized the content of online courses to match
the scope and sequence of face-to-face courses.
● Arming teachers with additional data to track progress: Computer-lab managers had access to students’
real-time progress, engagement, and achievement data. They were able to closely monitor and use this
data to motivate students and help them stay on track.
Table 2. 12th-Grade Graduation Rates, Spring 2016 to Spring 2018
Cypress Fairbanks ISD Students, Treatment and Comparison Groups (N = 714)
Treatment Group Comparison Group
Subject # 12th Graders 12th Graders Graduated # 12th Graders 12th Graders Graduated
Algebra I 7 5 (71.4%) 7 4 (57.1%)
English I 3 3 (100.0%) 3 3 (100.0%)
English II 63 52 (82.5%*) 63 51 (81.0%*)
Biology 28 25 (89.3%**) 28 19 (67.9%**)
U.S. History 256 209 (81.6%***) 256 206 (80.5%***)
All 357 294 (82.4%***) 357 283 (79.3%***)
*p < .10; **p < .05; ***p < .001
imaginelearning.com
877-338-2020 • solutions@imaginelearning.com
Demographic
2015-16 2016-17 2017-18
Treatment Comparison Treatment Comparison Treatment Comparison
Algebra I All Students 51 51 46 46 31 31
Grade Level
9 37 (72.5%) 37 (72.5%) 25 (54.3%) 25 (54.3%) 19 (61.3%) 19 (61.3%)
10 3 (5.9%) 3 (5.9%) 13 (28.3%) 13 (28.3%) 4 (12.9%) 4 (12.9%)
11 9 (17.6%) 9 (17.6%) 5 (10.9%) 5 (10.9%) 6 (19.4%) 6 (19.4%)
12 2 (3.9%) 2 (3.9%) 3 (6.5%) 3 (6.5%) 2 (6.5%) 2 (6.5%)
Gender Male 28 (54.9%) 28 (54.9%) 27 (58.7%) 27 (58.7%) 19 (61.3%) 19 (61.3%)
Female 23 (45.1%) 23 (45.1%) 19 (41.3%) 19 (41.3%) 12 (38.7%) 12 (38.7%)
Ethnicity
Asian 1 (2.0%) 1 (2.0%) – – 1 (3.2%) 1 (3.2%)
Black 10 (19.6%) 10 (19.6%) 13 (28.3%) 13 (28.3%) 9 (29.0%) 9 (29.0%)
Hispanic 37 (72.5%) 37 (72.5%) 32 (69.6%) 32 (69.6%) 16 (51.6%) 15 (48.4%)
Multiracial – – – – – –
Native American – – – – – 1 (3.2%)
White 3 (5.9%) 3 (5.9%) 1 (2.2%) 1 (2.2%) 5 (16.1%) 5 (16.1%)
LEP Yes 3 (5.9%) 3 (5.9%) 6 (13.0%) 6 (13.0%) 3 (9.7%) 3 (9.7%)
48 (94.1%) 48 (94.1%) 40 (87.0%) 40 (87.0%) 28 (90.3%) 28 (90.3%)
Average Previous STAAR Score 3681.6 3681.3 3712.2 3766.3 3812.4 3744.9
English I All Students 41 41 41 41 45 45
Grade Level
9 19 (46.3%) 19 (46.3%) 26 (63.4%) 26 (63.4%) 33 (73.3%) 33 (73.3%)
10 13 (31.7%) 13 (31.7%) 9 (22.0%) 9 (22.0%) 11 (24.4%) 11 (24.4%)
11 8 (19.5%) 8 (19.5%) 4 (9.8%) 4 (9.8%) 1 (2.2%) 1 (2.2%)
12 1 (2.4%) 1 (2.4%) 2 (4.9%) 2 (4.9%) – –
Gender Male 24 (58.5%) 24 (58.5%) 22 (53.7%) 22 (53.7%) 26 (57.8%) 26 (57.8%)
Female 17 (41.5%) 17 (41.5%) 19 (46.3%) 19 (46.3%) 19 (42.2%) 19 (42.2%)
Ethnicity
Asian 1 (2.4%) – 2 (4.9%) – – –
Black 7 (17.1%) 7 (17.1%) 13 (31.7%) 14 (34.1%) 20 (44.4%) 20 (44.4%)
Hispanic 27 (65.9%) 29 (70.7%) 19 (46.3%) 22 (53.7%) 19 (42.2%) 20 (44.4%)
Multiracial 1 (2.4%) – 2 (4.9%) – 2 (4.4%) 1 (2.2%)
Native American 1 (2.4%) 1 (2.4%) – – – –
White 4 (9.8%) 4 (9.8%) 5 (12.2%) 5 (12.2%) 4 (8.9%) 4 (8.9%)
LEP Yes 1 (2.4%) 1 (2.4%) 1 (2.4%) 1 (2.4%) 1 (2.2%) 1 (2.2%)
40 (97.6%) 40 (97.6%) 40 (97.6%) 40 (97.6%) 44 (97.8%) 44 (97.8%)
Average Previous STAAR Score 3968.9 3928.3 3953.8 3919.1 3973.5 3956.2
Appendix A: Cypress-Fairbanks ISD Students, Treatment and Comparison Groups
2015-16 2016-17 2017-18
Treatment Comparison Treatment Comparison Treatment Comparison
Algebra I All Students 51 51 46 46 31 31
Grade Level
9 37 (72.5%) 37 (72.5%) 25 (54.3%) 25 (54.3%) 19 (61.3%) 19 (61.3%)
10 3 (5.9%) 3 (5.9%) 13 (28.3%) 13 (28.3%) 4 (12.9%) 4 (12.9%)
11 9 (17.6%) 9 (17.6%) 5 (10.9%) 5 (10.9%) 6 (19.4%) 6 (19.4%)
12 2 (3.9%) 2 (3.9%) 3 (6.5%) 3 (6.5%) 2 (6.5%) 2 (6.5%)
Gender Male 28 (54.9%) 28 (54.9%) 27 (58.7%) 27 (58.7%) 19 (61.3%) 19 (61.3%)
Female 23 (45.1%) 23 (45.1%) 19 (41.3%) 19 (41.3%) 12 (38.7%) 12 (38.7%)
Ethnicity
Asian 1 (2.0%) 1 (2.0%) – – 1 (3.2%) 1 (3.2%)
Black 10 (19.6%) 10 (19.6%) 13 (28.3%) 13 (28.3%) 9 (29.0%) 9 (29.0%)
Hispanic 37 (72.5%) 37 (72.5%) 32 (69.6%) 32 (69.6%) 16 (51.6%) 15 (48.4%)
Multiracial – – – – – –
Native American – – – – – 1 (3.2%)
White 3 (5.9%) 3 (5.9%) 1 (2.2%) 1 (2.2%) 5 (16.1%) 5 (16.1%)
LEP Yes 3 (5.9%) 3 (5.9%) 6 (13.0%) 6 (13.0%) 3 (9.7%) 3 (9.7%)
48 (94.1%) 48 (94.1%) 40 (87.0%) 40 (87.0%) 28 (90.3%) 28 (90.3%)
Average Previous STAAR Score 3681.6 3681.3 3712.2 3766.3 3812.4 3744.9
English I All Students 41 41 41 41 45 45
Grade Level
9 19 (46.3%) 19 (46.3%) 26 (63.4%) 26 (63.4%) 33 (73.3%) 33 (73.3%)
10 13 (31.7%) 13 (31.7%) 9 (22.0%) 9 (22.0%) 11 (24.4%) 11 (24.4%)
11 8 (19.5%) 8 (19.5%) 4 (9.8%) 4 (9.8%) 1 (2.2%) 1 (2.2%)
12 1 (2.4%) 1 (2.4%) 2 (4.9%) 2 (4.9%) – –
Gender Male 24 (58.5%) 24 (58.5%) 22 (53.7%) 22 (53.7%) 26 (57.8%) 26 (57.8%)
Female 17 (41.5%) 17 (41.5%) 19 (46.3%) 19 (46.3%) 19 (42.2%) 19 (42.2%)
Ethnicity
Asian 1 (2.4%) – 2 (4.9%) – – –
Black 7 (17.1%) 7 (17.1%) 13 (31.7%) 14 (34.1%) 20 (44.4%) 20 (44.4%)
Hispanic 27 (65.9%) 29 (70.7%) 19 (46.3%) 22 (53.7%) 19 (42.2%) 20 (44.4%)
Multiracial 1 (2.4%) – 2 (4.9%) – 2 (4.4%) 1 (2.2%)
Native American 1 (2.4%) 1 (2.4%) – – – –
White 4 (9.8%) 4 (9.8%) 5 (12.2%) 5 (12.2%) 4 (8.9%) 4 (8.9%)
LEP Yes 1 (2.4%) 1 (2.4%) 1 (2.4%) 1 (2.4%) 1 (2.2%) 1 (2.2%)
40 (97.6%) 40 (97.6%) 40 (97.6%) 40 (97.6%) 44 (97.8%) 44 (97.8%)
Average Previous STAAR Score 3968.9 3928.3 3953.8 3919.1 3973.5 3956.2
Appendix A: Cypress-Fairbanks ISD Students, Treatment and Comparison Groups
Demographic
2015-16 2016-17 2017-18
Treatment Comparison Treatment Comparison Treatment Comparison
English II All Students 65 65 79 79 63 63
Grade Level
9 4 (6.2%) 4 (6.2%) 5 (6.3%) 5 (6.3%) 3 (4.8%) 3 (4.8%)
10 4 (6.2%) 4 (6.2%) 3 (3.8%) 3 (3.8%) 8 (12.7) 8 (12.7)
11 33 (50.8%) 33 (50.8%) 44 (55.7%) 44 (55.7%) 40 (63.5%) 40 (63.5%)
12 24 (36.9%) 24 (36.9%) 27 (34.2%) 27 (34.2%) 12 (19.0%) 12 (19.0%)
Gender
Male 36 (55.4%) 36 (55.4%) 50 (63.3%) 50 (63.3%) 36 (57.1%) 36 (57.1%)
Female 29 (44.6%) 29 (44.6%) 29 (36.7%) 29 (36.7%) 27 (42.9%) 27 (42.9%)
Ethnicity
Asian 4 (6.2%) 3 (4.6%) 1 (1.3%) – – –
Black 11 (16.9%) 13 (20.0%) 20 (25.3%) 13 (16.5%) 16 (25.4% 17 (27.0%)
Hispanic 43 (66.2%) 43 (66.2%) 50 (63.3%) 59 (74.7%) 42 (66.7%) 42 (66.7%)
Multiracial 1 (1.5%) 1 (1.5%) 1 (1.3%) 1 (1.3%) 1 (1.6%) –
Native American 1 (1.5%) – 1 (1.3%) – – –
White 5 (7.7%) 5 (7.7%) 6 (7.6%) 6 (7.6%) 4 (6.3%) 4 (6.3%)
LEP
Yes 3 (4.6%) 3 (4.6%) 2 (2.5%) 2 (2.5%) 1 (1.6%) 1 (1.6%)
62 (95.4%) 62 (95.4%) 77 (97.5%) 77 (97.5%) 62 (98.4%) 62 (98.4%)
Average Previous STAAR Score 3998.5 3915.4 3961.0 3938.1 3966.0 3957.4
Biology All Students 61 61 92 92 62 62
Grade Level
9 18 (19.5%) 18 (19.5%) 33 (35.9%) 33 (35.9%) 22 (35.5%) 22 (35.5%)
10 14 (23.0%) 14 (23.0%) 21 (22.8%) 21 (22.8%) 24 (38.7%) 24 (38.7%)
11 17 (27.9%) 17 (27.9%) 27 (29.3%) 27 (29.3%) 11 (17.7%) 11 (17.7%)
12 12 (19.7%) 12 (19.7%) 11 (12.0%) 11 (12.0%) 5 (8.1%) 5 (8.1%)
Gender Male 38 (62.3% 38 (62.3% 58 (63.0%) 58 (63.0%) 36 (58.1%) 36 (58.1%)
Female 23 (37.7%) 23 (37.7%) 34 (37.0%) 34 (37.0%) 26 (41.9%) 26 (41.9%)
Ethnicity
Asian 2 (3.3%) 1 (1.6%) 2 (2.2%) 1 (1.1%) – 1 (1.6%)
Black 14 (23.0%) 14 (23.0%) 31 (33.7%) 32 (34.8%) 13 (21.0%) 15 (24.2%)
Hispanic 37 (60.7%) 38 (62.3%) 50 (54.3%) 50 (54.3%) 40 (64.5%) 38 (61.3%)
Multiracial 1 (1.6%) 1 (1.6%) – – 1 (1.6%) 1 (1.6%)
Native American – – 1 (1.1%) 1 (1.1%) 1 (1.6%) –
White 7 (11.5%) 7 (11.5%) 8 (8.7%) 8 (8.7%) 7 (11.3%) 7 (11.3%)
LEP Yes 4 (6.6%) 4 (6.6%) 8 (8.7%) 8 (8.7%) 4 (6.5%) 4 (6.5%)
57 (93.4%) 57 (93.4%) 84 (91.3%) 84 (91.3%) 58 (93.5%) 58 (93.5%)
Average Previous STAAR Score 3840.9 3767.3 3795.6 3758.9 3860.7 3807.1
2015-16 2016-17 2017-18
Treatment Comparison Treatment Comparison Treatment Comparison
English II All Students 65 65 79 79 63 63
Grade Level
9 4 (6.2%) 4 (6.2%) 5 (6.3%) 5 (6.3%) 3 (4.8%) 3 (4.8%)
10 4 (6.2%) 4 (6.2%) 3 (3.8%) 3 (3.8%) 8 (12.7) 8 (12.7)
11 33 (50.8%) 33 (50.8%) 44 (55.7%) 44 (55.7%) 40 (63.5%) 40 (63.5%)
12 24 (36.9%) 24 (36.9%) 27 (34.2%) 27 (34.2%) 12 (19.0%) 12 (19.0%)
Gender
Male 36 (55.4%) 36 (55.4%) 50 (63.3%) 50 (63.3%) 36 (57.1%) 36 (57.1%)
Female 29 (44.6%) 29 (44.6%) 29 (36.7%) 29 (36.7%) 27 (42.9%) 27 (42.9%)
Ethnicity
Asian 4 (6.2%) 3 (4.6%) 1 (1.3%) – – –
Black 11 (16.9%) 13 (20.0%) 20 (25.3%) 13 (16.5%) 16 (25.4% 17 (27.0%)
Hispanic 43 (66.2%) 43 (66.2%) 50 (63.3%) 59 (74.7%) 42 (66.7%) 42 (66.7%)
Multiracial 1 (1.5%) 1 (1.5%) 1 (1.3%) 1 (1.3%) 1 (1.6%) –
Native American 1 (1.5%) – 1 (1.3%) – – –
White 5 (7.7%) 5 (7.7%) 6 (7.6%) 6 (7.6%) 4 (6.3%) 4 (6.3%)
LEP
Yes 3 (4.6%) 3 (4.6%) 2 (2.5%) 2 (2.5%) 1 (1.6%) 1 (1.6%)
62 (95.4%) 62 (95.4%) 77 (97.5%) 77 (97.5%) 62 (98.4%) 62 (98.4%)
Average Previous STAAR Score 3998.5 3915.4 3961.0 3938.1 3966.0 3957.4
Biology All Students 61 61 92 92 62 62
Grade Level
9 18 (19.5%) 18 (19.5%) 33 (35.9%) 33 (35.9%) 22 (35.5%) 22 (35.5%)
10 14 (23.0%) 14 (23.0%) 21 (22.8%) 21 (22.8%) 24 (38.7%) 24 (38.7%)
11 17 (27.9%) 17 (27.9%) 27 (29.3%) 27 (29.3%) 11 (17.7%) 11 (17.7%)
12 12 (19.7%) 12 (19.7%) 11 (12.0%) 11 (12.0%) 5 (8.1%) 5 (8.1%)
Gender Male 38 (62.3% 38 (62.3% 58 (63.0%) 58 (63.0%) 36 (58.1%) 36 (58.1%)
Female 23 (37.7%) 23 (37.7%) 34 (37.0%) 34 (37.0%) 26 (41.9%) 26 (41.9%)
Ethnicity
Asian 2 (3.3%) 1 (1.6%) 2 (2.2%) 1 (1.1%) – 1 (1.6%)
Black 14 (23.0%) 14 (23.0%) 31 (33.7%) 32 (34.8%) 13 (21.0%) 15 (24.2%)
Hispanic 37 (60.7%) 38 (62.3%) 50 (54.3%) 50 (54.3%) 40 (64.5%) 38 (61.3%)
Multiracial 1 (1.6%) 1 (1.6%) – – 1 (1.6%) 1 (1.6%)
Native American – – 1 (1.1%) 1 (1.1%) 1 (1.6%) –
White 7 (11.5%) 7 (11.5%) 8 (8.7%) 8 (8.7%) 7 (11.3%) 7 (11.3%)
LEP Yes 4 (6.6%) 4 (6.6%) 8 (8.7%) 8 (8.7%) 4 (6.5%) 4 (6.5%)
57 (93.4%) 57 (93.4%) 84 (91.3%) 84 (91.3%) 58 (93.5%) 58 (93.5%)
Average Previous STAAR Score 3840.9 3767.3 3795.6 3758.9 3860.7 3807.1
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Demographic
2015-16 2016-17 2017-18
Treatment Comparison Treatment Comparison Treatment Comparison
U.S. History All Students 100 100 104 104 100 100
Grade Level
9 – – 3 (2.9%) 3 (2.9%) 2 (2.0%) 2 (2.0%)
10 – – – – 1 (1.0%0 1 (1.0%0
11 11 (11.0%) 11 (11.0%) 19 (18.3%) 19 (18.3%) 12 (12.0%) 12 (12.0%)
12 89 (89.0%) 89 (89.0%) 82 (78.8%) 82 (78.8%) 85 (85.0%) 85 (85.0%)
Gender Male 62 (62.0%) 62 (62.0%) 65 (62.5%) 65 (62.5%) 65 (65.0%) 65 (65.0%)
Female 38 (38.0%) 38 (38.0%) 39 (37.5%) 39 (37.5%) 35 (35.0%) 35 (35.0%)
Ethnicity
Asian 3 (3.0%) 2 (2.0%) 2 (1.9%) 2 (1.9%) 2 (2.0%) 2 (2.0%)
Black 24 (24.0%) 25 (25.0%) 20 (19.2%) 16 (15.4%) 27 (27.0%) 27 (27.0%)
Hispanic 58 (58.0%) 59 (59.0%) 67 (64.4%) 72 (69.2%) 56 (56.0%) 57 (57.0%)
Multiracial 3 (3.0%) 2 (2.0%) 1 (1.0%) – 1 (1.0%) –
Native American – – – – – –
White 12 (12.0%) 12 (12.0%) 14 (13.5%) 14 (13.5%) 14 (14.0%) 14 (14.0%)
LEP Yes 9 (9.0%) 9 (9.0%) 9 (8.7%) 9 (8.7%) 9 (9.0%) 9 (9.0%)
91 (91.0%) 91 (91.0%) 95 (91.3%) 95 (91.3%) 91 (91.0%) 91 (91.0%)
Average Previous STAAR Score 3884.5 3937.9 3946.6 3988.9 3988.8 4038.5
822385959 2201
877-338-2020 • solutions@imaginelearning.com
Demographic
2015-16 2016-17 2017-18
Treatment Comparison Treatment Comparison Treatment Comparison
U.S. History All Students 100 100 104 104 100 100
Grade Level
9 – – 3 (2.9%) 3 (2.9%) 2 (2.0%) 2 (2.0%)
10 – – – – 1 (1.0%0 1 (1.0%0
11 11 (11.0%) 11 (11.0%) 19 (18.3%) 19 (18.3%) 12 (12.0%) 12 (12.0%)
12 89 (89.0%) 89 (89.0%) 82 (78.8%) 82 (78.8%) 85 (85.0%) 85 (85.0%)
Gender Male 62 (62.0%) 62 (62.0%) 65 (62.5%) 65 (62.5%) 65 (65.0%) 65 (65.0%)
Female 38 (38.0%) 38 (38.0%) 39 (37.5%) 39 (37.5%) 35 (35.0%) 35 (35.0%)
Ethnicity
Asian 3 (3.0%) 2 (2.0%) 2 (1.9%) 2 (1.9%) 2 (2.0%) 2 (2.0%)
Black 24 (24.0%) 25 (25.0%) 20 (19.2%) 16 (15.4%) 27 (27.0%) 27 (27.0%)
Hispanic 58 (58.0%) 59 (59.0%) 67 (64.4%) 72 (69.2%) 56 (56.0%) 57 (57.0%)
Multiracial 3 (3.0%) 2 (2.0%) 1 (1.0%) – 1 (1.0%) –
Native American – – – – – –
White 12 (12.0%) 12 (12.0%) 14 (13.5%) 14 (13.5%) 14 (14.0%) 14 (14.0%)
LEP Yes 9 (9.0%) 9 (9.0%) 9 (8.7%) 9 (8.7%) 9 (9.0%) 9 (9.0%)
91 (91.0%) 91 (91.0%) 95 (91.3%) 95 (91.3%) 91 (91.0%) 91 (91.0%)
Average Previous STAAR Score 3884.5 3937.9 3946.6 3988.9 3988.8 4038.5
822385959 2201