DCPS students gain an additional 11 weeks of math learning with Zearn
A new study analyzing the impact of District of Columbia Public Schools’ partnership with Zearn Math offers research-backed evidence that Zearn Math drives score growth for all students.
Students in District of Columbia Public Schools gained an additional 11 weeks of math learning in one year with Zearn:
Researchers studied how DCPS students in Grades 1–6 performed on the i-Ready Diagnostic assessment across three academic years. The research study, which uses quasi-experimental matching techniques to isolate the impact of Zearn Math on student achievement, compares a sample of 990 students who consistently completed three or more Zearn lessons each week with a control sample of 990 matched students who did not consistently use Zearn. Unlike a standard correlational analysis, this method allows differences in outcomes to be more confidently attributed to Zearn Math and not to other variables.
- Students who consistently used Zearn Math outscored matched peers by 7.5 points on the spring i-Ready Diagnostic, gaining 11 more weeks of math learning in one academic year.
- Zearn’s impact was even greater for students who initially placed two or more grade levels below; these students scored 17.4 scale score points higher than matched peers—equivalent to an additional 24 weeks of math learning in one academic year.
- Across subgroups, students who consistently used Zearn Math scored significantly higher on the i-Ready Diagnostic than matched peers who did not use Zearn.
- Black and/or Latino students, at-risk students, multilingual learners, and students in special education who consistently used Zearn exceeded the i-Ready Diagnostic interim assessment benchmark for typical growth, while matched students who did not use Zearn fell short of expected growth.
- Across all i-Ready Diagnostic placement levels, students who consistently used Zearn Math were more likely to improve their placement level on the spring i-Ready Diagnostic.