Core5 National Progress Report (Summer 2016)

 

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Lexia Reading Core5® Progress Report: Summer 2016 Results for At-Risk Students in Grades K-5

Data compiled and analyzed by the Research Team (research@lexialearning.com)

Key Findings

  • At-risk students made meaningful progress in Core5 in the during the summer months. Just over 20% of over 18,000 students ended the summer working on skills in or above their grade level.
  • The percentage of students working two or more years below their grade level was reduced by almost half (63% to 33%).

Program Description

Lexia Reading Core5 (Core5) is a technology-based instructional program that accelerates mastery of reading skills in grades Pre-K through 5. An auto placement feature determines an appropriate start level in the program. Students who use Core5 during the previous school year continue where they left off in the spring. Students reach their end-of-year (EOY), grade-level benchmark when they complete Core5 content corresponding to their grade level. Students receive a monthly Performance Predictor score which estimates their percent chance of reaching EOY, grade-level benchmark. Based on their Predictor score and grade, students are given a weekly usage target that is updated monthly. Consistently meeting usage targets increases the chances that students will reach their EOY, grade-level benchmark in Core5.

Two-Year Progress in Core5 for At-Risk Students

The sample consisted of 18,420 students in grades K-5 who used Core5 for at least 60 minutes per week for at least four weeks during June and/or July 2016. These students were considered at-risk for reading failure because they had started the summer working below grade level in Core5. During the summer, these students averaged 100 minutes per week of Core5 use for 5 weeks.

Results show that students made meaningful progress in Core5 during summer school initiatives. Twenty-one percent ended the summer working on skills in or above their grade level. The percent of students working two or more grade levels below their grade was reduced from almost two-thirds (63%) to only a third (33%).