Measuring the Impact of Progress Learning on Student Achievement in Forney ISD

Forney ISD, a fast-growing district in Texas, is dedicated to providing high-quality education that meets the diverse needs of its students. To measure the impact of Progress Learning, Forney ISD partnered with Johns Hopkins University’s Center for Research and Reform in Education to conduct an independent efficacy study. This study examined how the use of Progress Learning influenced student performance, engagement, and achievement outcomes across multiple grade levels.

Key findings from this study include:

• Significant gains in math, reading, and science achievement
• Stronger performance on both STAAR and NWEA MAP assessments
• Positive impacts across student subgroups, including SPED, Black, and Hispanic students
• Increased engagement and mastery through targeted instruction and adaptive learning paths

Download the full efficacy study to explore how Forney ISD is leveraging Progress Learning to transform instruction and improve outcomes!