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Current View
OVERVIEW
During the 2023–2024 academic year, Hazleton Area School
District in Pennsylvania implemented Imagine Language &
Literacy with students in Grades K–5. Over the course of the
school year, 1,208 students used Imagine Language & Literacy
for an average of 25.4 hours and passed an average of 28.0
lessons. To measure changes in reading skills, Imagine Learning
analyzed Renaissance Star (Star) Reading assessment data.
Star scores were also collected for 1,338 students who did
not use Imagine Language & Literacy so that differences in
performance between Imagine Language & Literacy users
and non-users could be investigated.
RESULTS
First, multiple linear regressions were computed to investigate
the relationship between lessons passed in Imagine Language
& Literacy and growth on the Star Reading assessment.
After controlling for fall achievement, grade level, and other
demographic factors, passing lessons in Imagine Language
& Literacy was found to generate a positive and statistically significant impact on reading score growth (Figure 1, p < .01).
Additionally, when examining students with limited English proficiency (LEP) or who receive special education (SPED)
services, increased use of Imagine Language & Literacy led to a positive and statistically significant impact on reading
score growth and helped to close performance gaps (Figures 2 and 3).
Research Brief | Pennsylvania Reading Gains
Hazleton Area School District, Pennsylvania
Imagine Language & Literacy Students in
Pennsylvania Show Gains on Renaissance
Star Reading Assessment
Hazleton Area School District, PA
Demographics Users
(n = 1,208)
Non-Users
(n = 1,338)
Two or More Races 5.6% 5.0%
American Indian/Alaskan Native 4.6% 6.4%
Asian 0.6% 0.6%
Black/African American 9.8% 13.5%
Two or More Races 3.8% 6.8%
White 75.6% 67.6%
Hispanic 58.0% 72.8%
Limited English Proficiency 16.6% 25.3%
Female 49.0% 52.0%
Special Education 8.9% 9.5%
Economically Disadvantaged 71.0% 70.6%
Figure 1. Association Between Imagine Language
& Literacy Lessons Passed and Fall-to-Spring Star
Reading Growth, Grade K–5 Students
Fall to Spring Star Reading Growth
62
70
66
74
82
78
84
0 5 10 15 4020 353025
64
68
72
76
80
Grades K–5 * (p<.01)

Lessons Passed
Figure 3. Association Between Imagine Language
& Literacy Lessons Passed and Fall-to-Spring Star
Reading Growth, Grade K–5 Students Receiving
SPED Services Compared to Students Who Do
Not Receive SPED Services
Fall to Spring Star Reading Growth
Figure 2. Association Between Imagine Language
& Literacy Lessons Passed and Fall-to-Spring
Star Reading Growth, Grade K–5 LEP Students
Compared to non-LEP Students
Fall to Spring Star Reading Growth
LEP N* (n=970, p=.01)
Y* (n=189, p<.01)
48
64
80
88
40
56
72
96
104
0 5 10 15 4020 353025
112

SPED Status N* (n=1061, p<.01)
Y* (n=103, p=.02)
42
54
66
72
36
48
60
78
84
0 5 10 15 4020 353025
90
5045

Lessons Passed Lessons Passed
Second, students who met usage recommendations in Imagine Language
& Literacy were statistically matched to students who did not use Imagine
Language & Literacy based on several demographics.1 Within the matched
sample, the Imagine Language & Literacy users scored an average of 6.70 points
higher on the Spring 2024 Star Reading assessment compared to their non-user
peers (Figure 4). This finding was found to be marginally significant (p = .055).
Taken together, these results provide evidence for the effectiveness of Imagine
Language & Literacy in supporting reading skill growth of students in Grades K–5.
Results from the correlational analyses reveal that students with limited English
proficiency or who receive special education services experience accelerated
growth by passing more lessons. Therefore, the program is particularly beneficial
for these students when they use it to greater degrees. These results highlight
the importance of sustained engagement with Imagine Language & Literacy to
maximize educational outcomes for all students while closing achievement gaps
for diverse student populations.
imaginelearning.com/imagine-language-and-literacy
877-725-4257 • solutions@imaginelearning.com
Figure 4. Adjusted Average Spring 2024
Star Reading Scores Among Imagine
Language & Literacy Users Who Met Usage
Recommendations Compared to Non-Users
Adjusted Average Spring 2024 Star Reading Score
800
840
820
860
900
880
910
810
830
850
870
890
920
930
Non-User ILL User (20+ Hours)

User Status
1 Propensity score matching was used to create a matched sample of user and non-user samples. Students were matched based on their Fall 2023 Star Reading
score, grade level, gender, race, ethnicity, LEP status, and special education status.
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