Project Activities
Research question
- Which catch-up instructional strategy delivered through regular use of adaptive technology products was more effective at improving struggling students' learning — "just-in-time skill building" or "broad foundation skill building" — particularly in low-performing schools?
- Which strategy was best for students who begin the year especially behind, and for low-income and students of color?
- What below-grade math content was most strongly associated with successful learning of core elementary grade topics?
Structured Abstract
Design
This impact evaluation compared the effectiveness of two key catch-up learning strategies: "just-in-time" and "broad foundation." These strategies were delivered through two adaptive math technology products (i-Ready and Freckle), each of which has separate modes that deliver one of the two strategies. In the 2023-24 school year, 12 schools in 2 districts volunteered for the pilot study. In the 2024-25 school year, approximately 75 elementary schools in 9 districts and 7 states around the nation volunteered for the study. Each district selected to use either i-Ready or Freckle. Participating students in these schools were assigned by lottery to use their district's chose product in either the "just-in-time" or "broad foundation" skill-building mode. Data collection included: a teacher survey to examine how the technology relates to changes in classroom practice; product data to describe student engagement and implementation; and assessment data from both the products' diagnostics, as well as state assessments, to examine the effect of the catch-up strategies on students' achievement.
People and institutions involved
IES program contact(s)
Products and publications
The contract for this study was canceled in February 2025. NCEE is evaluating what publications, if any, may arise from this work.
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
