An Investigation of the Relationship between Integrated Learning Systems and Academic Achievement

Abstract

This study sought to determine whether there is a significant difference in the rate of gain in test scores between students who use an Integrated Learning System (ILS) and students in a set of like-paired schools who do not. Nine dependent variables from the Indiana Statewide Testing for Educational Progress (ISTEP) examination for third grade students provided the data. The study found that pre- versus post-test score differences were significant for both groups for the nine dependent variables examined separately or simultaneously. Experimental versus control test score differences were not significant for the nine dependent variables examined separately or simultaneously. The pre/post change for the experimental schools was not significantly different from the pre/post change for the control schools for the nine dependent variables examined separately or simultaneously. These results suggest that in Indiana during the time period studied, the use of an ILS did not lead to improved student performance on standardized test scores.