Evaluation of Ignite Reading Virtual Literacy Tutoring in Massachusetts: Year 2 Quantitative Findings, School Year 2024-25

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/

Y

42

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

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.

ERIC

2026

ED679076