DreamBox Learning has proven, effective results for math and reading outcomes

Students who used DreamBox for just one hour a week during disrupted learning increased more than 5 national achievement points in math. These gains were on an accelerated timeline and were evident for all achievement levels and grades

A study conducted by third-party research organization, LearnPlatform, found that students at William Penn School District who completed at least 3.5 DreamBox Math lessons (about one hour per week) had higher end-of-year math achievement scores. The analysis also suggested that the program was equally impactful for students regardless of grade, race, and FRL status. Researchers calculated standardized effect sizes (Hedge’s g) to determine the changes in student outcomes and found that DreamBox Math was 4Xs more effective than the average elementary school math intervention. 

Nearly one third of the student population in Napa Valley Unified School District are English Language Learners. Data shows that ELL students in grades 1-8 who completed about one hour of DreamBox Math per week demonstrated 8 percentile points more growth on the end-of-year assessments than students who did not use the program. This significant increase was also evident across all starting achievement levels, all grades, and for students who qualify for FRLP.  

South Carolina students in 4th and 5th grade who used DreamBox Math for one hour per week demonstrated significantly greater growth on year-end testing. This study also found that students who completed 5 lessons per week demonstrated a year-over-year growth that either approached or exceeded the South Carolina Added Value Targets. These positive results were observed for students across all achievement levels.  

The CEPR at Harvard University study of DreamBox Math showed meaningful achievement gains. In particular, when students spent 20 minutes per week on DreamBox Math, their NWEA MAP scores increased by 2.5 points. Because the study indicates a linear relationship between time spent on DreamBox and achievement gains, students who use DreamBox for 60 minutes per week stand to experience an increase of 7.5 points on the MAP assessment.

"One study of DreamBox Learning took place in grades K-1 in three Rocketship charter schools over a 4-month period. Students who used DreamBox Learning gained more than controls on NWEA tests, with an effect size of +0.11. This qualifies DreamBox Learning for the ESSA “Strong” category."

Conducted by Stanford Research Institute, the study shows students using DreamBox scored 2.3 points higher on the NWEA assessments with gains equivalent to 5.5 percentile point in 16 weeks. Research is validated by the What Works Clearinghouse Institute of Education Sciences.

The Center for Research and Reform in Education at Johns Hopkins University found Reading Plus to have “strong evidence” to support ESSA. Reading Plus was reviewed by the team at Evidence for ESSA in 2019. Reading Plus was evaluated in a randomized controlled trial examining the impact of the program on the reading proficiency development of 426 fourth- and fifth-grade students in a northeastern U.S. urban school district.

“The study found that students who engaged in Reading Plus showed significantly greater improvements in reading proficiency than did control students who received other types of targeted reading instruction… The results of this study qualify Reading Plus for the ESSA ‘Strong’ category.” - EVIDENCE for ESSA, Johns Hopkins University

The Reading Plus InSight assessment was reviewed by the National Center for Intensive Intervention (NCII) as an academic screener. NCII evaluated InSight across a range of technical standards and concluded that InSight had “convincing evidence” of validity, reliability, and classification accuracy. 

NCII published its review of InSight in June 2019. NCII’s Academic Screening Tools chart is a national list that evaluates the quality of assessments in reading and other academic areas. “Convincing evidence” is the top score granted in NCII’s criteria.

The What Works Clearinghouse (WWC) is a trusted source of scientific evidence on education programs and solutions that works to answer the question, “What works in education?” As part of the Institute of Education Sciences in the U.S. Department of Education, WWC reviews research, determines which studies meet rigorous standards, and summarizes the findings to inform decisions and improve student outcomes.

In recent years, the WWC has not regularly updated their reviews of literacy programs, and studies listed for most education publishers are from prior to 2014. While the WWC has not reviewed Reading Plus’ most recently submitted research, it has found Reading Plus to have potentially positive effects on comprehension for adolescent learners. Learn more about Reading Plus’ WWC Summary of Evidence, which includes a thorough study of Miami-Dade regions II and III reflecting statistically significant positive effects, examining 13,128 students in grades 5-9 across 98 schools.

The Council of Administrators of Special Education (CASE) endorses Reading Plus—a research-based program that is proven to meet the needs of special education students.

CASE is an international professional educational organization which is affiliated with the Council for Exceptional Children whose members are dedicated to the enhancement of the worth, dignity, potential, and uniqueness of each individual in society.

Reading Plus aligns with the WIDA Standards Framework and is a WIDA-certified resource for use with English language learners. The WIDA PRIME V2 correlation for the Reading Plus product was completed in April 2018.

Conducted by a WIDA-certified correlator, the Prime V2 correlation identifies how the components of the 2012 Amplification of the English Language Development Standards (K-12) and the Spanish Language Development (SLD) Standards (K-12) are represented in Reading Plus instructional materials. The PRIME V2 correlation found that Reading Plus excels in a variety of areas, such as:

• Presenting students with texts that match their proficiency levels
• Following state and national standards for language development
• Providing scaffolding supports to aid students in their progress