Evaluation of Ignite Reading Virtual Literacy Tutoring in Massachusetts: Year 2 Quantitative Findings, School Year 2024-25
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| Title: | Evaluation of Ignite Reading Virtual Literacy Tutoring in Massachusetts: Year 2 Quantitative Findings, School Year 2024-25 |
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| Language: | English |
| Authors: | Amanda J. Neitzel, Johns Hopkins University, Center for Research and Reform in Education (CRRE) |
| Source: | Center for Research and Reform in Education. 2026. |
| Availability: | Johns Hopkins Center for Research and Reform in Education, 300 East Joppa Road Suite 500, Baltimore, MD 21286. Tel: 410-616-2338; Fax: 410-324-4444; Web site: https://education.jhu.edu/crre/ |
| Peer Reviewed: | Y |
| Page Count: | 42 |
| Publication Date: | 2026 |
| Document Type: | Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Grade 1 Primary Education Grade 2 |
| Descriptors: | Tutoring, Reading Programs, Computer Mediated Communication, Intervention, Emergent Literacy, Grade 1, Public Schools, School Districts, Low Income Students, Elementary School Students, Reading Fluency, Reading Tests, Individualized Instruction, Data Use, Program Implementation, Student Characteristics, Outcomes of Education, Grade 2, Reading Achievement, Achievement Gains, Electronic Learning |
| Geographic Terms: | Massachusetts |
| Assessment and Survey Identifiers: | Dynamic Indicators of Basic Early Literacy Skills (DIBELS) |
| Abstract: | This report summarizes the findings of Johns Hopkins University's 2025 evaluation of the Ignite Reading program in Massachusetts. Ignite Reading is a one-to-one virtual tutoring intervention designed to accelerate early literacy development through individualized, data-driven instruction aligned with the Science of Reading. During the 2024-25 school year, the One8 Foundation continued its support for the initiative across 13 public school districts serving large populations of students from low-income backgrounds. The study examined outcomes for 1,872 first-grade students participating in the program statewide, as well as a subset of 518 matched pairs of tutored and comparison students from districts administering the DIBELS assessment. In addition, the 2024-25 evaluation included a follow-up analysis of second-grade students who had participated in Ignite Reading during the prior year and exited the program at the end of Grade 1. |
| Abstractor: | ERIC |
| Entry Date: | 2026 |
| Accession Number: | ED679076 |
| Database: | ERIC |
| Abstract: | This report summarizes the findings of Johns Hopkins University's 2025 evaluation of the Ignite Reading program in Massachusetts. Ignite Reading is a one-to-one virtual tutoring intervention designed to accelerate early literacy development through individualized, data-driven instruction aligned with the Science of Reading. During the 2024-25 school year, the One8 Foundation continued its support for the initiative across 13 public school districts serving large populations of students from low-income backgrounds. The study examined outcomes for 1,872 first-grade students participating in the program statewide, as well as a subset of 518 matched pairs of tutored and comparison students from districts administering the DIBELS assessment. In addition, the 2024-25 evaluation included a follow-up analysis of second-grade students who had participated in Ignite Reading during the prior year and exited the program at the end of Grade 1. |
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