Kansas Reading Initiative (2013/14)
Lexia Core5 Reading -- Kansas Reading Initiative
Data compiled and analyzed by the Research Team (firstname.lastname@example.org)
This analysis included K–5 student data from two KRI schools and one Non-KRI school. Students in the KRI schools used Lexia® Core5® Reading (Core5) during the 2013-2014 school year. KRI students met their recommended usage targets in Core5 for at least four months. There were 220 KRI and 418 Non-KRI students in the analysis. Despite differences in overall sample sizes, students in the KRI and Non-KRI had similar beginning-of-year scores on aimsweb®, a commonly used progress monitoring tool. Demographics were also similar for the KRI and Non-KRI schools. Demographic profiles for the students in the three schools ranged from 85%-95% White, 13%-15% Special Education, and 40%-60% free- or reduced-priced lunch status.
Outcomes and Conclusions
Chi-square tests were used to examine differences between KRI and Non-KRI schools on conventional benchmark measures from aimsweb. Students were categorized in terms of aimsweb Tier Status. Students At/Above the 45th percentile were classified as Tier 1, students in the 15th–44th percentiles as Tier 2, and students below the 15th percentile as Tier 3. Figure 1 shows changes in Tier Status for KRI and Non-KRI schools. Students in KRI and Non-KRI schools did not differ in beginning-of-year Tier Status (p > .05). In contrast, both KRI schools had a higher percent of Tier 1 students than the Non-KRI school at the end of the year. School differences in end-of-year Tier Status are significant (p < .05). KRI schools averaged a 13% increase in Tier 1 students, whereas the Non-KRI school showed little change (1% increase). Consequently, the percent of Tier 2 and 3 students decreased for the KRI schools, but remained the same for the Non-KRI school. These outcomes support the claim that Core5 has a positive impact on reading performance.