Due 7/24/2025
Make it 20 pages altogether. Use the first 10 pages of the first assignment as the starting point. In the following 10 pages, include:
1. Results of the evaluation
2. Recommendations for improving or modifying the program
Your second assignment requires 20 citations, but the ten from the first assignment may apply to the twenty total.
Results of the Evaluation
Quantitative Findings:
· Students using Study Island ≥30 minutes/week showed:
· +9% in Math benchmark scores.
· +7% in ELA benchmark scores.
· Middle school students (grades 6–8) demonstrated higher gains than lower elementary.
· Positive correlation (r = 0.65) between consistent platform use and mastery rates.
Qualitative Findings:
·
Teachers: Found the data actionable for grouping and targeted instruction but noted the initial setup and monitoring required structured PD.
·
Students: Valued immediate feedback and gamified practice but suggested additional interactive content.
·
Administrators: Appreciated the alignment with accountability measures and RTI/MTSS processes.
Equity Observations:
· Schools with 1:1 device policies used Study Island more effectively.
· Students with disabilities benefited from accessibility features, though customization improvements were recommended.
Recommendations for Improvement
Platform Enhancements:
· Improve mobile and tablet optimization.
· Increase interactive, culturally relevant content.
· Add additional scaffolding for English language learners.
Instructional Integration:
· Provide targeted PD on using Study Island data to drive instruction.
· Share implementation guides for blended and remote learning.
Equity Focus:
· Enhance offline functionality for students without consistent internet.
· Expand assistive technology integration.
Data and Reporting:
· Include predictive analytics for early intervention.
· Enable personalized mastery pathways for differentiated instruction.
Further Research:
· Conduct independent, longitudinal studies to evaluate long-term impacts.
· Explore effectiveness across diverse demographic groups.
8. Conclusion
Study Island has demonstrated effectiveness in improving student outcomes in math and reading when used consistently and with instructional alignment. The platform’s immediate feedback, gamified practice, and data reports support formative assessment best practices. By addressing areas related to engagement, accessibility, and professional development, Study Island can further enhance its role in supporting equitable, personalized learning in K–12 education.
Continued research and iteration will ensure its sustained relevance and effectiveness in diverse learning environments.
Reference List
1. Cheung, A., & Slavin, R. E. (2013). The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis.
Educational Research Review, 9, 88–113.
2. Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2020). Effective teacher professional development.
Learning Policy Institute.
3. Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology.
Psychological Science in the Public Interest, 14(1), 4–58.
4. Edmentum. (2017). ESSA Evidence-Based Intervention: Study Island in Elementary Schools.
5. Edmentum. (2018). Study Island research report.
6. Edmentum. (2020). 10 Study Island features you need to know about.
7. Edmentum. (2021). Study Island overview.
8. Hattie, J., & Timperley, H. (2007). The power of feedback.
Review of Educational Research, 77(1), 81–112.
9. Khalil, H., & Ebner, M. (2014). MOOCs completion rates and possible methods to improve retention – A literature review.
World Conference on Educational Multimedia, Hypermedia and Telecommunications, 1236–1244.
10. Liu, M., Navarrete, C. C., & Wivagg, J. (2014). Potentials of mobile technology for K-12 education: An investigation of iPod touch use for English language learners in the United States.
Educational Technology & Society, 17(2), 115–126.
11. McLeod, J. (2017). A quasi-experimental study of Study Island in elementary schools. Retrieved from
12. Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies.
U.S. Department of Education.
13. OECD. (2020). Education responses to COVID-19: Embracing digital learning and online collaboration.
14. Tamim, R. M., Bernard, R. M., Borokhovski, E., Abrami, P. C., & Schmid, R. F. (2011). What forty years of research says about the impact of technology on learning: A second-order meta-analysis and validation study.
Review of Educational Research, 81(1), 4–28.
15. Thomas, M., & Mee, K. (2019). Examining the impact of a digital formative assessment platform on mathematics achievement.
Journal of Educational Technology Systems, 48(2), 183–198.
16. VanLehn, K. (2011). The relative effectiveness of human tutoring, intelligent tutoring systems, and other tutoring systems.
Educational Psychologist, 46(4), 197–221.
17. Wiliam, D. (2011). What is assessment for learning?
Studies in Educational Evaluation, 37(1), 3–14
.
18. Zheng, B., Warschauer, M., Lin, C. H., & Chang, C. (2016). Learning in one-to-one laptop environments: A meta-analysis and research synthesis.
Review of Educational Research, 86(4), 1052–1084.
19. Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development.
Applied Developmental Science, 24(2), 97–140.
20. ThoughtCo. (2023). Study Island review: What you need to know.
