Virginia District Uses McGraw Hill’s Actively Learn to Boost Reading Scores on SOL Assessment

The study examines the relationship between usage of Actively Learn, a standards-aligned English Language Arts supplemental program, and reading test scores in a large public school district in Virginia serving grades 6–12. The district has over 60,000 students, with a diverse demographic composition: 46% White, 26% Black/African American, and 19% Hispanic. Aggregated district-level data from the Virginia state website for the 2020–2021 and 2021–2022 school years were used to analyze passing rates on the Virginia Standards of Learning (SOL) reading assessment across demographic groups and grade levels.

During the study period, Actively Learn usage increased significantly, from 4,800 active users in 2020–2021 to over 22,000 in 2021–2022. The percentage of students passing the reading portion of the SOL assessment improved from 64% to 71% district-wide. Middle school students (grades 6–8) showed consistent gains across demographic groups, and high school students demonstrated an increase in passing rates on the end-of-course reading exam, rising from 82% to 86%. Positive trends were observed across gender, racial/ethnic groups, students with disabilities, economically disadvantaged students, and English language learners. While the study cannot establish causation, the association between increased Actively Learn usage and improved reading performance is notable.