Research Brief | Texas Math and Reading Gains
Graham Independent School District, Texas
Imagine MyPath Students in Texas
Show Gains on NWEA Map Growth
and STAAR AssessmentsOverview
During the 2023–2024 academic year, Graham Independent School
District in Texas implemented Imagine MyPath with students in Grades
K–8. Over the course of the school year, 1,301 students used Imagine
MyPath Math and 1,260 students used Imagine MyPath Reading, with
an average usage of 10.5 hours and 10.3 hours respectively. To measure
changes in math and reading skills, Imagine Learning analyzed NWEA
MAP Growth and State of Texas Assessments of Academic Readiness
(STAAR) assessment data.
Results
First, multiple linear regressions were computed to investigate the
relationship between the number of lessons that students passed in
Imagine MyPath and the growth that they achieved on the NWEA MAP Growth and STAAR assessments. After
controlling for baseline achievement, grade level, and other demographic factors, passing more lessons in
Imagine MyPath was found to generate a positive and statistically significant impact on both math and reading
NWEA MAP Growth RIT score growth (Figures 1 and 2, p < .01). Similarly, passing more lessons in Imagine MyPath
was found to generate a positive and statistically significant impact on both math and reading STAAR scores
(Figures 3 and 4, p < .01).
Graham Independent School District
Demographics
American Indian/Alaskan Native < 1%
Asian <1%
Black/African American 2%
Hispanic 31%
Two or More Races 1%
White 66%
Economic Disadvantage 63%
Special Education 21%
Emergent Bilingual 14%
Figure 1. Association Between Imagine MyPath Math
Lessons Passed and Fall-to-Spring NWEA MAP Growth
Math Growth, Grades K–8
23–24 NWEA Math RIT
Score Growth
Lessons Passed
5 10 2015
8
9
10
11
12
13
14
15
Figure 2. Association Between Imagine MyPath Reading
Lessons Passed and Fall-to-Spring NWEA MAP Growth
Reading Growth, Grades K–8
23–24 NWEA Reading RIT
Score Growth
Lessons Passed
5 10 2015
4
5
6
8
9
10
12
13
7
11
Graham Independent School District, Texas
Imagine MyPath Students in Texas
Show Gains on NWEA Map Growth
and STAAR AssessmentsOverview
During the 2023–2024 academic year, Graham Independent School
District in Texas implemented Imagine MyPath with students in Grades
K–8. Over the course of the school year, 1,301 students used Imagine
MyPath Math and 1,260 students used Imagine MyPath Reading, with
an average usage of 10.5 hours and 10.3 hours respectively. To measure
changes in math and reading skills, Imagine Learning analyzed NWEA
MAP Growth and State of Texas Assessments of Academic Readiness
(STAAR) assessment data.
Results
First, multiple linear regressions were computed to investigate the
relationship between the number of lessons that students passed in
Imagine MyPath and the growth that they achieved on the NWEA MAP Growth and STAAR assessments. After
controlling for baseline achievement, grade level, and other demographic factors, passing more lessons in
Imagine MyPath was found to generate a positive and statistically significant impact on both math and reading
NWEA MAP Growth RIT score growth (Figures 1 and 2, p < .01). Similarly, passing more lessons in Imagine MyPath
was found to generate a positive and statistically significant impact on both math and reading STAAR scores
(Figures 3 and 4, p < .01).
Graham Independent School District
Demographics
American Indian/Alaskan Native < 1%
Asian <1%
Black/African American 2%
Hispanic 31%
Two or More Races 1%
White 66%
Economic Disadvantage 63%
Special Education 21%
Emergent Bilingual 14%
Figure 1. Association Between Imagine MyPath Math
Lessons Passed and Fall-to-Spring NWEA MAP Growth
Math Growth, Grades K–8
23–24 NWEA Math RIT
Score Growth
Lessons Passed
5 10 2015
8
9
10
11
12
13
14
15
Figure 2. Association Between Imagine MyPath Reading
Lessons Passed and Fall-to-Spring NWEA MAP Growth
Reading Growth, Grades K–8
23–24 NWEA Reading RIT
Score Growth
Lessons Passed
5 10 2015
4
5
6
8
9
10
12
13
7
11
Second, students who passed more than the median number of Imagine MyPath lessons their grade level
(high-fidelity users) were statistically matched (based on assessment scores and demogrpahics) to students
who passed less than the median number of Imagine MyPath lessons (low-fidelity users). The high-fidelity
Imagine MyPath Math users scored an average of 3.48 points higher on the Spring 2024 NWEA MAP Growth
math assessment (Figure 5, p < .01)1 and 27.21 points higher on the STAAR math assessment compared to their
low-fidelity user peers (Figures 6, p < .01)2. Similarly, the high-fidelity Imagine MyPath Reading users scored an
average of 6.46 points higher on the Spring 2024 NWEA MAP Growth reading assessment (Figure 7, p < .01)3 and
20.23 points higher on the STAAR reading assessment compared to their low-fidelity user peers (Figure 8, p = .02)4.
Figure 3. Association Between Imagine MyPath Math
Lessons Passed and 2023–2024 STAAR Math Growth,
Grades 4–8
23–24 STAAR Math Scaled
Score Growth
Lessons Passed
5 10 2015
49
56
63
77
84
91
105
112
70
98
Figure 4. Association Between Imagine MyPath Reading
Lessons Passed and 2023–2024 STAAR Reading Growth,
Grades 4–8
23–24 STAAR RLA Scaled
Score Growth
Lessons Passed
5 10 2015
32
40
48
64
72
80
96
56
88
Figure 5. Adjusted Average NWEA MAP Growth Math
Growth Among High v. Low Imagine MyPath Math Users,
Grades K–8
Adjusted Average Fall–Spring NWEA RIT
Score Growth
User Status
Low User High User
0
2
4
8
10
12
16
6
14
Figure 6. Adjusted Average STAAR Math Growth Among
High v. Low Imagine MyPath Math Users, Grades 4–8
Adjusted Average 2023–2024 STAAR
Scaled Score Growth
Low User High User
0
10
20
40
50
60
100
30
80
70
90
User Status
1 The median lessons passed per grade in the NWEA MAP Growth math analytical samples were: 7 for Kindergarten, 28 for Grade 1, 25 for Grade 2, 30.5 for Grade 3,
25 for Grade 4, 14 for Grade 5, 2 for Grade 6, 0 for Grade 7, and 2 for Grade 8.
2 The median lessons passed per grade in the STAAR math analytical sample were: 25.5 for Grade 4, 14 for Grade 5, 3 for Grade 6, 0 for Grade 7, and 1 for Grade 8.
3 The median lessons passed per grade in the NWEA MAP Growth math analytical samples were: 19 for Kindergarten, 43 for Grade 1, 38 for Grade 2, 10 for Grade 3,
7 for Grade 4, 12 for Grade 5, 3 for Grade 6, 1 for Grade 7, and 2 for Grade 8.
4 The median lessons passed per grade in the STAAR math analytical sample were: 7 for Grade 4, 10 for Grade 5, 3 for Grade 6, 1 for Grade 7, and 2 for Grade 8.
(high-fidelity users) were statistically matched (based on assessment scores and demogrpahics) to students
who passed less than the median number of Imagine MyPath lessons (low-fidelity users). The high-fidelity
Imagine MyPath Math users scored an average of 3.48 points higher on the Spring 2024 NWEA MAP Growth
math assessment (Figure 5, p < .01)1 and 27.21 points higher on the STAAR math assessment compared to their
low-fidelity user peers (Figures 6, p < .01)2. Similarly, the high-fidelity Imagine MyPath Reading users scored an
average of 6.46 points higher on the Spring 2024 NWEA MAP Growth reading assessment (Figure 7, p < .01)3 and
20.23 points higher on the STAAR reading assessment compared to their low-fidelity user peers (Figure 8, p = .02)4.
Figure 3. Association Between Imagine MyPath Math
Lessons Passed and 2023–2024 STAAR Math Growth,
Grades 4–8
23–24 STAAR Math Scaled
Score Growth
Lessons Passed
5 10 2015
49
56
63
77
84
91
105
112
70
98
Figure 4. Association Between Imagine MyPath Reading
Lessons Passed and 2023–2024 STAAR Reading Growth,
Grades 4–8
23–24 STAAR RLA Scaled
Score Growth
Lessons Passed
5 10 2015
32
40
48
64
72
80
96
56
88
Figure 5. Adjusted Average NWEA MAP Growth Math
Growth Among High v. Low Imagine MyPath Math Users,
Grades K–8
Adjusted Average Fall–Spring NWEA RIT
Score Growth
User Status
Low User High User
0
2
4
8
10
12
16
6
14
Figure 6. Adjusted Average STAAR Math Growth Among
High v. Low Imagine MyPath Math Users, Grades 4–8
Adjusted Average 2023–2024 STAAR
Scaled Score Growth
Low User High User
0
10
20
40
50
60
100
30
80
70
90
User Status
1 The median lessons passed per grade in the NWEA MAP Growth math analytical samples were: 7 for Kindergarten, 28 for Grade 1, 25 for Grade 2, 30.5 for Grade 3,
25 for Grade 4, 14 for Grade 5, 2 for Grade 6, 0 for Grade 7, and 2 for Grade 8.
2 The median lessons passed per grade in the STAAR math analytical sample were: 25.5 for Grade 4, 14 for Grade 5, 3 for Grade 6, 0 for Grade 7, and 1 for Grade 8.
3 The median lessons passed per grade in the NWEA MAP Growth math analytical samples were: 19 for Kindergarten, 43 for Grade 1, 38 for Grade 2, 10 for Grade 3,
7 for Grade 4, 12 for Grade 5, 3 for Grade 6, 1 for Grade 7, and 2 for Grade 8.
4 The median lessons passed per grade in the STAAR math analytical sample were: 7 for Grade 4, 10 for Grade 5, 3 for Grade 6, 1 for Grade 7, and 2 for Grade 8.
Taken together, these results provide evidence for the effectiveness of Imagine MyPath in supporting math
and reading skill growth of students in Grades K–8. Results from the correlational analyses reveal that students
experience accelerated growth by passing more lessons. Additionally, the matched analyses show that students
who used the program with higher-fidelity experienced statistically significantly more growth than students who
spent less time in the program. These results highlight the importance of sustained engagement with Imagine
MyPath to maximize educational outcomes for all students.
Figure 7. Adjusted Average NWEA MAP Growth Reading
Growth Among High v. Low Imagine MyPath Reading
Users, Grades K–8
Adjusted Average Fall–Spring NWEA RIT
Score Growth
User Status
Low User High User
0
2
4
8
12
6
10
Figure 8. Adjusted Average STAAR Reading Growth
Among High v. Low Imagine MyPath Reading Users,
Grades 4–8
Adjusted Average 2023–2024 STAAR
Scaled Score Growth
Low User High User
0
10
20
40
50
60
100
30
80
70
90
User Status
Note: Error bars represent the standard errors of the average RIT score growth. ***: p < .001, **: p < .01, *: p < .05
imaginelearning.com
877-725-4257 • solutions@imaginelearning.com
1490131245 2409
and reading skill growth of students in Grades K–8. Results from the correlational analyses reveal that students
experience accelerated growth by passing more lessons. Additionally, the matched analyses show that students
who used the program with higher-fidelity experienced statistically significantly more growth than students who
spent less time in the program. These results highlight the importance of sustained engagement with Imagine
MyPath to maximize educational outcomes for all students.
Figure 7. Adjusted Average NWEA MAP Growth Reading
Growth Among High v. Low Imagine MyPath Reading
Users, Grades K–8
Adjusted Average Fall–Spring NWEA RIT
Score Growth
User Status
Low User High User
0
2
4
8
12
6
10
Figure 8. Adjusted Average STAAR Reading Growth
Among High v. Low Imagine MyPath Reading Users,
Grades 4–8
Adjusted Average 2023–2024 STAAR
Scaled Score Growth
Low User High User
0
10
20
40
50
60
100
30
80
70
90
User Status
Note: Error bars represent the standard errors of the average RIT score growth. ***: p < .001, **: p < .01, *: p < .05
imaginelearning.com
877-725-4257 • solutions@imaginelearning.com
1490131245 2409