• Amira Learning® in Louisi...

Result: Amira Learning® in Louisiana Public Schools: ESSA Level II Study (2023-24)

Title:
Amira Learning® in Louisiana Public Schools: ESSA Level II Study (2023-24)
Language:
English
Authors:
Meetal Shah, Andrew Scanlan, Avery Wall
Source:
Online Submission. 2025.
Peer Reviewed:
N
Page Count:
42
Publication Date:
2025
Document Type:
Report Reports - Research
Education Level:
Elementary Education
Early Childhood Education
Kindergarten
Primary Education
Grade 1
Grade 2
Grade 3
Grade 4
Intermediate Grades
Grade 5
Middle Schools
Elementary Secondary Education
Descriptors:
Artificial Intelligence, Outcomes of Education, Educational Technology, Elementary School Students, School Districts, Reading Instruction, Kindergarten, Grade 1, Grade 2, Grade 3, Grade 4, Grade 5, Student Characteristics, Literacy Education, Reading Achievement, Program Effectiveness, Program Implementation, Emergent Literacy, Reading Tests, Reading Fluency, Standardized Tests, State Standards, Race, Socioeconomic Status, English Learners, Special Education, Gender Differences, Public Schools, Educational Legislation, Elementary Secondary Education, Federal Legislation
Geographic Terms:
Louisiana
Laws, Policies and Program Identifiers:
Every Student Succeeds Act 2015
Entry Date:
2025
Accession Number:
ED677055
Database:
ERIC

Further information

Purpose: This study examines the impact of the Amira Learning AI-powered reading platform on literacy outcomes for elementary students in 12 school districts in Louisiana during the 2023-24 school year. Methodology: Employing a quasi-experimental design aligned with the Every Student Succeeds Act Level II (Moderate Evidence) standard, a matched-student sample of 79,084 K-5 students (39,542 treatment; 39,542 comparison) was formed. Student demographics included approximately 38% African American, 38% White, 18% Hispanic, 4% multi­racial and 2% Asian; 75% were economically disadvantaged; 10% were English-language learners; and 14% received special education services. Usage data (e.g., total session minutes, number of passages read) for the Amira platform were merged with demographic and assessment outcomes (e.g., DIBELS, LEAP) for analysis. Findings: Students who used Amira demonstrated statistically significant higher literacy outcomes compared to matched peers without access to the platform. Moreover, higher dosage (in terms of minutes and passages read) was associated with larger gains. The magnitude of effect met the threshold for meaningful educational impact under ESSA's Level II guidance. Conclusions: The results suggest that integrating the Amira platform into elementary literacy instruction in high-need contexts can contribute to improved reading growth. Implementation fidelity and student engagement emerged as important moderators of impact. Implications: For practitioners and policymakers in K-5 literacy, this study provides evidence that an AI-based reading tutor can yield measurable benefits when deployed at scale, especially in economically disadvantaged and diverse student populations. Future research should explore longitudinal impacts, differential effects across subgroups (e.g., ELL, special education), and cost-effectiveness of full-scale implementation. [This report was prepared by Instructure for Amira Learning®.]

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