When students construct their knowledge through active application of science practices, they deepen their understanding of scientific concepts. When students see how scientific ideas relate to their daily lives and personal interests, they are more motivated and engaged in learning. When students analyze scientific ideas through the lens of phenomena, they are able to solve real-world problems. When students feel welcome and included through conceptual and linguistic accessibility and learn from content that is diverse in representation, they are more engaged in learning.

When teachers provide appropriately scaffolded instruction, students are more likely to grow their understanding of scientific concepts. When teachers relate lessons to prior knowledge, students are more likely to engage in the lesson and achieve the intended learning goals. When lessons include expectations that students apply scientific practices (e.g. solve problems, engage in argumentation, analyze data, develop and use models), students are more engaged, and deeper understanding and active learning takes place. When lessons include frequent opportunities for scientific discourse (e.g., sharing ideas during the investigation, making predictions, arguing for ideas using evidence, synthesizing findings), teachers can support students in developing and deepening their understanding of scientific ideas.

When district and school-based leaders invest in, prioritize, and support the use of research-based, digital learning resources by teachers and students, engagement and achievement increases. When administrators prioritize science education by providing effective professional development, high-quality curricular resources, and ample instructional time, students are more likely to engage in science and achieve the intended learning goals. When district and school-based leaders invest in digital resources that are intuitive for users, teachers are more likely to use them for teaching and learning.

Mystery Writing Logic Model: ESSA Evidence Level IV

Mystery Writing by Discovery Education Logic Model: ESSA Evidence Level IV

Research & Impact

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At-a-Glance

Type:

Logic Model

Source:

LearnPlatform by Instructure

Grade Level:

K-5

Product:

Mystery Writing

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Discovery Education engaged LearnPlatform by Instructure, a third-party edtech research company, to develop a logic model for Mystery Writing. LearnPlatform by Instructure designed the logic model to satisfy Level IV requirements (Demonstrates a Rationale) according to the Every Student Succeeds Act (ESSA).

To continue building evidence of effectiveness and to examine the proposed relationships in the logic model, Discovery Education plans to conduct an evaluation to determine the extent that Mystery Writing produces the desired outcomes. Specifically, Discovery Education has plans to begin an ESSA Level III study.

Because of the development of the logic model and the plan for an ESSA Level III study, Mystery Writing meets Tier IV evidence requirements in compliance with ESSA.

Source

LearnPlatform by Instructure, Researcher Andrew Scanlan, M.A., Researcher Justin Long, M.A., and Associate Director of Research Molly Henschel, Ph.D. “Mystery Science Logic Model.” Discovery Education, December, 2023.

Review of Reading Plus Insight Assessment

National Center on Intensive Intervention Review of DreamBox Reading Insight Assessment

Research & Impact

Lorem Ipsum is simply dummy ever since the 1500s, when an unknown printer took a galley of type and scrambled

View Assessment Study

At-a-Glance

Type:

Evaluation

Source:

Center for Intensive Intervention

Product:

DreamBox Reading

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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.

Research from Over 100,000 Students Shows DreamBox Math Works

Research & Impact

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At-a-Glance

Type:

Research Brief

Time Period:

2019 – 2022

Source:

Multiple

Product:

DreamBox Math

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By personalizing instruction, DreamBox Math ensures that all students can achieve significant growth in math.

Over the past several years, Discovery Education has partnered with third-party research organizations, expert data scientists, and education researchers to analyze the efficacy of DreamBox Math across over 100,000 K–8 students. The rich data set includes students using DreamBox Math in class, at home, during accelerated programs, for intervention, and for practice.

Researchers applied a variety of methodologies to explore diverse data for students from different-sized districts, in unique parts of the nation, and facing varying learning challenges. Regardless of how researchers explored data, all types of students’ math proficiency grew with DreamBox Math. The six takeaways in this report demonstrate how versatile this program is for all learners.

Millions of Data Points

100,000+ Students

Six Key Research Takeaways

DreamBox Reading Park Logic Model: ESSA Evidence Level IV

Research & Impact

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At-a-Glance

Type:

Logic Model

Source:

LearnPlatform by Instructure

Grade Level:

K-2

Product:

DreamBox Learning Reading Park

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Discovery Education engaged LearnPlatform by Instructure, a third-party edtech research company, to develop a logic model for DreamBox Reading Park. LearnPlatform by instructure designed the logic model to satisfy Level IV requirements (Demonstrates a Rationale) according to the Every Student Succeeds Act (ESSA).

To continue building evidence of effectiveness and to examine the proposed relationships in the logic model, Discovery Education plans to conduct an evaluation to determine the extent the Reading Park program produces the desired outcomes for grades K-2. Specifically, Discovery Education has plans to begin an ESSA Level III study.

Because of the development of the logic model and the plan for an ESSA Level III study, DreamBox Reading Park by Discovery Education meets Tier IV evidence requirements in compliance with ESSA.

Source

LearnPlatform by Instructure, Researcher Alexander Lee, Ph.D. and Senior Researcher Meetal Shal, Ph.D. “Reading Park Logic Model.” Discovery Education, January 5, 2024.

DoodleMath Logic Model: ESSA Evidence Level IV

Research & Impact

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At-a-Glance

Type:

Logic Model

Source:

LearnPlatform by Instructure

Grade Level:

K-5

Product:

DoodleMath

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Discovery Education engaged LearnPlatform by Instructure, a third-party edtech research company, to develop a logic model for DoodleMath. LearnPlatform by instructure designed the logic model to satisfy Level IV requirements (Demonstrates a Rationale) according to the Every Student Succeeds Act (ESSA).

To continue building evidence of effectiveness and to examine the proposed relationships in the logic model, Discovery Education plans to conduct an evaluation to determine the extent to its program produces the desired outcomes. Specifically, Discovery Education has plans to begin an ESSA Level III study.

Because of the development of the logic model and the plan for an ESSA Level III study, DoodleMath by Discovery Education meets Tier IV evidence requirements in compliance with ESSA.

Source

LearnPlatform by Instructure, Researcher Andrew Scanlan, M.A. and Senior Researcher Meetal Shal, Ph.D. “DoodleMath Logic Model.” Discovery Education, January 20, 2023.

Mystery Science Theory of Action

Mystery Science Theory of Action References

Research & Impact

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At-a-Glance

Type:

Theory of Action

Source:

Discovery Education Research & Analytics

Grade Level:

K-5

Product:

Mystery Science

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Mystery Science by Discovery Education is built upon a theory of action about how best to enhance K-5 science instruction and the learning experience. Collectively, our theory of action statements describes the philosophical foundation to Mystery Science’s approach to science education. This document includes research to support these theory of action statements, outlined below, that hypothesize how specific actions taken by students, teachers, and administrators can lead to positive results for all.

Students

When students construct their knowledge through active application of science practices, they
deepen their understanding of scientific concepts.
When students see how scientific ideas relate to their daily lives and personal interests, they
are more motivated and engaged in learning.
When students analyze scientific ideas through the lens of phenomena, they are able to solve real-world problems.
When students feel welcome and included through conceptual and linguistic accessibility and
learn from content that is diverse in representation, they are more engaged in learning.

Teachers

When teachers provide appropriately scaffolded instruction, students are more likely to grow their understanding of scientific concepts.
When teachers relate lessons to prior knowledge, students are more likely to engage in the lesson and achieve the intended learning goals.
When lessons include expectations that students apply scientific practices (e.g. solve problems, engage in argumentation, analyze data, develop and use models), students are more engaged, and deeper understanding and active learning takes place.
When lessons include frequent opportunities for scientific discourse (e.g., sharing ideas during the investigation, making predictions, arguing for ideas using evidence, synthesizing findings), teachers can support students in developing and deepening their understanding of scientific ideas.

Administrators

When district and school-based leaders invest in, prioritize, and support the use of research-based, digital learning resources by teachers and students, engagement and achievement increases.
When administrators prioritize science education by providing effective professional development, high-quality curricular resources, and ample instructional time, students are more likely to engage in science and achieve the intended learning goals.
When district and school-based leaders invest in digital resources that are intuitive for users, teachers are more likely to use them for teaching and learning.

The research studies that support each theory of action statement provide guidance to the development of Mystery Science, as well as Discovery Education’s approach to professional learning and implementation teams.

ELL Students See Significant Growth on EOY Assessments with DreamBox Math

ELL Students Using DreamBox Math Demonstrate Significant Growth on End-of-Year Assessments

Research & Impact

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At-a-Glance

Type:

Research Brief

Time Period:

2021 – 2022

Source:

Discovery Education

Product:

DreamBox Math

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Napa Valley Unified School District piloted DreamBox Math in 2019, but when the COVID-19 pandemic forced schools to go remote, district leaders chose to adopt DreamBox Math for all K–8 students for three years knowing it would be critical to support distance learning. The district believed that this would give educators and students ample time to integrate the solution and allow leaders to analyze efficacy data and measure success.

Through the pandemic and beyond, DreamBox Math has proven essential to address unfinished learning and close math opportunity gaps. Students receive the individualized learning they need, while teachers can monitor their usage, standard mastery, and assign work based on progress. This highly personalized learning, when implemented as designed, has ultimately led to marked student improvement on STAR Math.

Sarah Knox

Director of Prevention & Intervention, Napa Valley Unified School District, CA

NVUSD partnered with DreamBox research team in 2022 to explore the impact of DreamBox Math. By analyzing 2021-2022 usage compared with STAR Math achievement results from fall 2021 and spring 2022, the teams believed they could determine if DreamBox Math had an impact on: Standardized test achievement, students across grades K-8 and achievement levels, students who are English Language Learners, and students who qualify for FRL.

Significant Results for ELL Students

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.

Bellevue Public Schools Project STEM Insights, Year 2

Research & Impact

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At-a-Glance

Type:

Program Evaluation

Time Period:

2018 – 2020

Source:

GrantProse

Grade Level:

K-5

Products:

Discovery Education Experience
Professional Learning

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Bellevue Public Schools (BPS), located in eastern Nebraska, instituted Project STEM (Student, Teacher, Engaging Minds), a five-year program to expand STEM opportunities for military-connected elementary school students with a $1.25 million grant from the Department of Defense Education Activity (DoDEA).

The goal of Project STEM is to increase student achievement in math and science across all elementary schools within the district. The program began in the 2018-2019 school year and will complete at the end of the 2022-2023 school year. BPS identified three strategies to meet the grant’s program goals: in-class curriculum support, in-class technology support, and extra-curricular activities. The district partnered with Discovery Education and Edmentum to meet these goals.

GrantProse, Inc. was contracted to conduct an independent program evaluation of the Project STEM grant. GrantProse produced a report on Year 2 implementation and another report comparing staff attitudes toward STEM instructional practices from 2019 and 2020 surveys. This document summarizes key insights from both reports.

Sahuarita and Freeport-McMoRan Foundation Partnership Impacts Grade-Level Proficiency

Research & Impact

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At-a-Glance

Type:

Evaluation Study

Time Period:

Jan 2020 – Oct 2020

Source:

Decisive Data Insights

Grade Level:

K-8

Products:

Discovery Education Experience
Science Techbook

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Sahuarita Unified School District (SUSD), located just south of Tucson, Arizona, serves 5,800 students enrolled in PK-12 grades. The district has been the recipient of funding via the Freeport-McMoRan Foundation (FCX Foundation), whose goal is to build resiliency in communities where it has a presence.

This evaluation is the first study that seeks to understand the impact of various SUSD initiatives funded by the FCX Foundation, and was led by researcher Dr. Brett Kramer of Decisive Data Insights. The study began with stakeholder engagement. The research team then collected performance data across the funded projects, analyzed the data to determine partnership effects, and tied those effects back to larger measures to inform the direction of future investments.

The investment in Discovery Education led to an increase in math, science, and reading proficiency. And, with 18 positive effects across grade and subjects, it can be concluded that use of Discovery Education led to better academic outcomes in every subject and grade level, to some degree, than what would have been attained without its use.