A 2024 impact study provides evidence that special educators’ regular usage of Goalbook Toolkit is associated with improved reading achievement for students with special learning needs. The impact study, which examined data from over 3,700 students in one large Texas public school district during the 2022–23 school year, found that students of educators who used Goalbook Toolkit regularly showed greater gains in reading scores compared to students of educators who used it less frequently.

Study Design and Methodology

This correlational study analyzed the relationship between educators’ usage of Goalbook Toolkit and their students’ growth in reading achievement over the course of one school year. The researchers used a multilevel modeling approach to account for the clustering of students within classrooms and schools.

The primary measure of Goalbook Toolkit usage was whether an educator engaged with Goalbook Toolkit resources weekly throughout the school year. Students of educators who met this consistent usage threshold were compared to students of educators who used Goalbook less frequently or not at all. The impact study also examined other metrics of Goalbook Toolkit usage, including frequency of Toolkit engagement usage, any Toolkit usage versus no Toolkit usage, and Toolkit usage quartiles.

Student reading achievement was measured using two assessments:

  1. NWEA MAP Growth Reading scores from Fall 2022 and Spring 2023
  2. Texas STAAR state reading assessment scores from Spring 2022 and Spring 2023

The analysis controlled for student demographic factors, prior achievement, special education placement, and educator characteristics such as years of experience and certification.

The Study Sample

The study sample included 3,787 students with special needs served by 153 educators across 47 schools in one large, diverse Texas school district. Key characteristics of the sample included:

  • Grade levels: 51% elementary (K–5), 30% middle school (6–8), 19% high school (9–12)
  • Gender: 61% male, 39% female
  • Race/ethnicity: 50% Hispanic, 22% White, 22% Black, 7% other
  • 87% eligibility for free/reduced lunch
  • Special education placement: 65% mainstreamed, 32% low resource room (1–20% of day), 2.5% higher support

The educators in the sample had an average of 6.4 years of teaching experience and 90% held special education certification.

Key Findings

  • Benefit to mainstream students
    Students in mainstream classroom placements whose educators used Goalbook Toolkit consistently showed significantly higher growth on the MAP Reading assessment compared to mainstream students of educators who used Goalbook Toolkit less frequently. On average, students whose educators used Goalbook Toolkit consistently scored 1.9 points higher on the spring 2023 MAP test, after controlling for prior achievement and other factors. This was an encouraging finding, as the majority of students in the sample (65%) were in mainstream placements.
  • Higher Goalbook Toolkit usage levels associated with greater reading gains
    When examining Goalbook Toolkit usage, a clear positive trend emerged. On the MAP Reading assessment, students of educators in the top three quartiles of Toolkit usage (25th percentile and above) showed significantly higher achievement compared to students of educators in the bottom quartile of Toolkit usage. The gains ranged from 1.8 to 2.1 points on average.
  • Any Goalbook Toolkit usage better than no usage on state assessment
    On the Texas STAAR reading assessment, students of educators who used Goalbook Toolkit at all (even minimally) scored 2.9 points higher on average compared to students of educators who did not use Goalbook Toolkit. This suggests that even limited engagement with Goalbook Toolkit’s resources has a positive impact on educator practice and student outcomes.
  • Increased literacy gains by gender
    The relationship between educators’ consistent Goalbook Toolkit usage and student reading achievement was more positive for male students compared to female students. On the state reading assessment, male students of educators with consistent Goalbook Toolkit usage outscored their female peers by 2.2 points on average. Male students made up 61% of the sample. Special educators might consider how to leverage specific Goalbook Toolkit resources aligned with student needs which may also resonate especially with male students.

Implications for Practice

These findings have several important implications for special education practice and the use of Goalbook Toolkit:

  • Educators’ regular, consistent usage of Goalbook Toolkit matters. The study suggests that educators who engage with Goalbook Toolkit on a regular basis (weekly or more) are more likely to see positive impacts on their students’ reading achievement. District and school leaders should consider how to encourage and support consistent usage among special educators and related service providers.
  • Educators’ usage of Goalbook Toolkit resources  may be especially helpful for mainstreamed students. The significant positive results for students in mainstream placements indicate that Goalbook Toolkit usage by educators can be a valuable resource for supporting inclusive practices. Goalbook Toolkit resources aligned with Universal Design for Learning and differentiation may be particularly beneficial for educators working to meet diverse learning needs in general education settings.
  • Increased educator engagement in Goalbook Toolkit  yields increased student outcomes. The positive relationship between educators’ higher levels of Goalbook Toolkit usage and their student achievement indicates that deeper engagement with Goalbook Toolkit resources is worthwhile for educator practice which in turn impacts student learning. Goalbook’s holistic approach blends technology with comprehensive professional development, services, and support that empower districts to invest in developing their most impactful instructional lever: their educators. With over a decade of impact research, evidence shows how Goalbook helps build, augment, and sustain educator effectiveness, leading to improved student outcomes.
  • Educators and Goalbook Toolkit usage. The finding that any Goalbook Toolkit usage by educators was associated with higher state test scores compared to no usage at all suggests that Goalbook Toolkit resources positively impact instructional practice and student learning.

Conclusion

This impact study provides encouraging evidence that regular, consistent use of Goalbook Toolkit is associated with improved reading achievement for students with special needs, particularly those in mainstream classroom settings. The findings suggest that Goalbook Toolkit can be a valuable tool for special educators working to support students’ literacy development and inclusive practices.

The positive relationship between educators’ higher levels of Goalbook Toolkit usage and their student literacy gains indicate the efficacy of Goalbook Toolkit as a holistic, research-based solution. Researchers also found educators’ usage of Goalbook Toolkit was associated with positive benefits for student literacy on the Texas state assessment suggesting Goalbook Toolkit offers value for educators at varying levels of implementation.

The impact study affirms Goalbook Toolkit usage by educators is associated with measurable gains in student achievement which demonstrates Goalbook Toolkit’s effectiveness as schools, districts, and states consider how to best support special educators, providers, and students. When Goalbook Toolkit is integrated consistently and with fidelity into educator practice, educators develop more cohesive, high-quality IEPs and implement them with more effective specially designed instruction, leading to increased student outcomes.

This impact study adds to a growing body of evidence suggesting that when educators are equipped with the right resources and supports, students make significant strides in their academic achievement. By leveraging Goalbook Toolkit and committing to consistent, high-quality implementation, schools, districts, and states work toward creating more equitable and effective learning environments for all students.