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Research Brief | Texas STAAR Report
Texas
Significantly Greater STAAR Growth for
Fourth-Grade Users of Imagine Language
& Literacy in Texas
BACKGROUND
During the 2017–2018 school year, six elementary schools in a western Texas school district implemented Imagine Language
& Literacy as a supplemental tool. To determine the impact of the program on student growth, scores from the 2017
and 2018 administrations of the State of Texas Assessments of Academic Readiness (STAAR®) Reading assessment were
examined for approximately 224 fourth-grade users and 502 fourth-grade non-users of the Imagine Language & Literacy
program. Students who used Imagine Language & Literacy logged an average of approximately forty-two hours in the
program across the school year.
RESULTS
Figure 1 presents the average STAAR Reading scale score growth for
fourth-grade students who used Imagine Language & Literacy and
for students who did not use the program during the 2017–2018 school
year. On average, students who used the program achieved forty-six
more points of STAAR Reading scale score growth than non-users.
This difference surpasses results typically observed for educational
technology programs similar to Imagine Language & Literacy (Cheung
& Slavin, 2012; Cohen, 1988). Ultimately, these results demonstrate a
statistically significant positive impact for fourth-grade students who
used the Imagine Language & Literacy program.
CONCLUSION
The results of this study support the role of Imagine Language
& Literacy as a supplementary tool for the development of language
and literacy achievement. Fourth-grade students who used the program
in this Texas school district for the 2017–2018 school year experienced signficant improvements in language and
literacy proficiency as demonstrated by performance on the Texas STAAR Reading assessment. Given these
findings, fourth-grade students who use Imagine Language & Literacy with fidelity should expect similar results.
REFERENCES
Cheung, A.C.K., & Slavin, R. E. (2012). Effects of Educational Technology Applications on Reading Outcomes for
Struggling Readers: A Best Evidence Synthesis. Retrieved from
Cohen, J. (1988). Statistical power anlaysis for the behavioral sciences: Lawrence Erlbaum Associates.
Figure 1. Average STAAR Reading Scaled Score
Growth for Users and Non-Users of the Imagine
Language & Literacy Program
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90 --------------------------------------------------------------------------------------------
70 ---------------------------------------------------------------------------------------------
50 --------------------------------------------------------------------------------------------
30 --------------------------------------------------------------------------------------------
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Average Score Growth
Imagine Learning
Users
58.2
103.9
Non-users
imaginelearning.com
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