This study evaluated the difference in achievement and growth between students with access to the i-Ready Classroom Mathematics (iRCL) curriculum and similar students who did not have access to iRCL. These differences were evaluated using the Ohio State’s Tests (OST) in Mathematics and the i-Ready Diagnostic.

Findings suggest that iRCL students outperformed non-iRCL students in both OST Mathematics scores and proficiency rates, while also showing higher achievement and growth on the i-Ready Diagnostic.

Of particular importance are positive differences among students whom schools identified as economically disadvantaged and students who identify as Black and Hispanic. In Grades 3–5, these students experienced higher OST scores and rates of proficiency on OST. Findings support a student-centered approach to mathematics, as represented by iRCL.