ALEKS Impact on AZ Schools

The study examines the impact of the ALEKS program on student outcomes in Algebra I, Geometry, and Algebra II during the 2018–2019 school year. ALEKS, a personalized learning platform, was implemented in Arizona middle and high schools. The study focused on 31 schools where at least 50% of students in a course actively used ALEKS, with over 100 schools initially considered. The sample included schools with higher proportions of historically disadvantaged students, such as economically disadvantaged, Hispanic, English Language Learners (ELL), and students with disabilities.

The methodology employed a quasi-experimental design, using matched comparison groups to estimate the program's impact. Linear adjustments were made for demographic and baseline differences, with outcomes measured through AzMERIT End-of-Course (EOC) assessments. The study analyzed proficiency levels: Minimally Proficient (Level 1), Partially Proficient (Level 2), Proficient (Level 3), and Highly Proficient (Level 4).

Results showed significant positive effects for Algebra I, with a 5.1% reduction in Level 1 scores and a 4.2% increase in Level 4 scores (p <.05). Subgroup analysis revealed stronger impacts for disadvantaged students, including a 12.3% reduction in Level 1 scores for students with disabilities. Results for Algebra II were positive but smaller, while Geometry outcomes were mixed.

The study qualifies as ESSA Tier III evidence due to its correlation-based design and statistically significant findings. However, limitations include non-equivalent groups and aggregate-level analysis, which prevent individual-level inferences. Further research is recommended to explore ALEKS’s impact across other grade levels and states.</p>