The correlation between FAST EOY Percentile and fnal lesson number controlling for BOY Percentile was very close to signifcant for grades 3-5 combined, but p = .053 is above the accepted threshold. As mentioned, nothing was signifcant at the individual grade level due to the small sample size. If students had gotten more opportunities to complete lessons, students would have been farther along in the program and may have had higher scores.
Figures 4a-b. Scatterplots and trend lines with correlations between students’ fnal lesson number and EOY FAST score or percentile
Advancement of Achievement Levels by RISE Students While in decades past, there may have only been one intervention option at a school, RISE schools were able to leverage a new tool for students who might have had stagnant progress using other tools. For the teacher working with these students, moving out of intervention is the ultimate goal. Did this product work for the students who used it? The answer was yes, more students moved out of intervention by the end of the year than remained in intervention. The tables and fgures below present the details for grades 1, 2, and 3-5. ● Grade 1 students were signifcantly less likely to be below grade level (Intervention or Urgent Intervention) by the spring semester, t (52) = 2.4, p < .05. ● Grade 2 students were signifcantly less likely to require intervention / urgent intervention by the spring semester, t (29) = 3.5, p < .001. ● Grade 3-5 students were signifcantly less likely to require urgent intervention by the spring semester, t(98) = 8.0, p < .001.
LXD Research -RISE and RISE UP Winter 2022-Spring 2023 Report
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