Spring 2016 Results for At-Risk Students in Grades K–5

 
Lexia Core5 Reading Progress Report:
Spring 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 substantial progress in Core5 in the last few months of school. One-third of nearly 10,000 students ended the year 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 (54% to 28%).
Program Description

Lexia Core5 Reading (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 9,961 students in kindergarten through fifth grades across 2,856 schools who used Core5 starting in March 2016 and continued through the end of the school year. These students were considered at-risk for reading failure because they had started working below grade level in Core5. During the last few months of the school year, students in the sample used Core5 for at least 8 weeks and met their weekly usage targets for 50% or more of their weeks of use. These students averaged 88 minutes per week of Core5 use for 10 weeks.

At-risk students made substantial progress in Core5 after only a few months. One-third ended the year 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 over half (54%) to only a quarter (28%).