Program Description

"Khan Academy for Districts provides personalized learning paths for students by linking students’ MAP Growth scores to Khan Academy’s content. Students get lessons and practice problems tailored to their needs whether on, above or below grade level. Teachers and administrators receive data insights to target support."

Cost

Must contact publisher for pricing

Intended Population

• Intervention

Grade

• Elementary School
• Middle School

Intended Group Size

• Any

ELL/DLL

• Unspecified

Multisensory Applications

• Yes

Delivery Method

• Computer-based delivery

Scripted

• Instructor Scripted

Comprehensive or Skill Specific

• Comprehensive

Placement Tests

• No

Accelerated Learning

• Yes

Assessment to Monitor Skills Mastery

• Yes

Error Correction Built In

• Yes

Fidelity Measures Provided by Publisher

• Unspecified

Research Summary

A literature review revealed a pilot study conducted in Idaho published by Khan Academy and the FSG Consulting firm that found positive correlations between usage of the Khan Academy program (predecessor to MAP Accelerator by Khan Academy) and academic progress. Specifically, there was a positive correlation between student's usage of the program and their MAP scores. Another study conducted by Khan Academy found that Students who used the platform as recommended (30+ min/wk) during the 2020-2021 school year had math growth scores 0.26 standard deviations higher on average than similar students who used the platform for <15 min/week. One peer reviewed study found that increases in usage of MAP Accelerator was associated with increased RIT scores such that the MAP Accelerator produced gains on MAP Growth Assessments (Weatherholtz et al., 2024). Due to limited peer reviewed literature, there is insufficient evidence to to support the efficacy of this program at this time.

Study Citations

Grimaldi, P., Weatherholtz, K., & Hill, K. M. (2022). Estimating the Causal Effects of Khan Academy MAP Accelerator across Demographic Subgroups. International Educational Data Mining Society. https://files.eric.ed.gov/fulltext/ED624104.pdf

Philips, D. & Cohen, J.(n.d.) The Khan Academy Report. Khan Academy. Retrieved from: https://s3.amazonaws.com/KA-share/impact/learning-gets-personal.pdf

Weatherholtz, K., Grimaldi, P., Yamkovenko, B., Hill, K.M. (2024). Evaluating the Impact of a Mathematics Mastery Learning Platform on Student Achievement: A Large-Scale Longitudinal Analysis. In: Ferreira Mello, R., Rummel, N., Jivet, I., Pishtari, G., Ruipérez Valiente, J.A. (eds) Technology Enhanced Learning for Inclusive and Equitable Quality Education. EC-TEL 2024. Lecture Notes in Computer Science, vol 15159. Springer, Cham. https://doi.org/10.1007/978-3-031-72315-5_32

Evidence-Based Practice (EBP)

• Insufficient evidence

Additional Reviews

• https://educationaldatamining.org/edm2022/proceedings/2022.EDM-industry-track.112/2022.EDM-industry-track.112.pdf