Published: Journal of Interactive Learning Research 2024, 35(4),1-16.
Journal Website: https://www.learntechlib.org/primary/p/225209/
Authors
Professor, College of Education, Saginaw Valley State University, University Center, MI
[email protected]
Assistant Superintendent of K-12 Instruction, Ypsilanti Community Schools, Ypsilanti, MI
[email protected]
Regents Professor Emerita, College of Information, University of North Texas, Denton, TX
[email protected]
Educational Solutions Data Coach, Washtenaw Intermediate School District, Ann Arbor, MI
[email protected]
Arthur F. Thurnau Professor, CSE, College of Engineering, University of Michigan, Ann Arbor, MI
[email protected]
Superintendent of Schools, Ypsilanti Community Schools, Ypsilanti, MI
[email protected]
Introduction
This study investigates the effects of using Roadmap-formatted curriculum on reading growth among students in grades 3–5 at Ypsilanti Community Schools (YCS), a historically underserved school district in Michigan. The study compares classrooms using a primarily paper-based curriculum in the subject of English Language Arts to classrooms employing a digital, interactive Roadmap-formatted version of the same curriculum.
Results, measured by NWEA Reading Conditional Growth Percentiles (CGP), reveal a statistically significant 9-percentage-point improvement in reading growth among students using the digital Roadmap-formatted curriculum. These findings demonstrate Roadmap’s potential to improve learning outcomes, particularly in low socio-economic status (SES) schools.
Context and Methodology
A high-quality English Language Arts curriculum was converted into digital Roadmap-formatted lessons through a partnership between Ypsilanti Community Schools and the University of Michigan’s Center for Digital Curricula (UMichCDC). A Roadmap lesson is graphically formatted as colorful nodes-and-arcs. It provides interactive, multimodal (e.g., videos, audio narration), and collaborative learning activities that actively engage today’s digital-first Alpha Generation students.
This study analyzed data from the 2023–24 academic year, categorizing participants into two groups: Roadmap Users (14 teachers, 270 students) and Non-users (22 teachers, 388 students). Quantitative data from NWEA Reading Growth (CGI & CGP) scores were compared alongside qualitative teacher feedback. An Independent T-Test revealed a statistically significant difference (p = 0.0174) in mean CGP scores between the Roadmap User Group (48th percentile) and the Non-User Group (39th percentile). Additionally, qualitative data from teacher surveys collected in June 2024 from the YCS teachers (grades 3-4-5) provided insights into their perceptions of Roadmaps and their impact on student engagement and achievement.
Key Findings
- Increased Reading Growth: Students using Roadmap-formatted curriculum reached the 48th percentile in NWEA Reading Growth, outperforming non-users at the 39th percentile.
- Ease of Use: 72% of teachers rated Roadmap as “very easy to use.”
- Time Savings: 65% of teachers reported streamlined classroom lesson preparation.
- Elevated Engagement: 72% of teachers observed increased student focus and participation.
Conclusion
This study underscores the efficacy of Roadmap-formatted curricula in improving reading outcomes for underserved student populations. Roadmaps’ alignment with multimodal learning principles, constructivist pedagogy, and digital innovation offers a scalable solution for bridging achievement gaps.
*The Roadmap Platform, reported in this study, was developed by the Center for Digital Curricula at the University of Michigan.