Research Evidence - ASU Prep Digital
Source: https://www.asuprepdigital.org/research
Archived: 2026-04-23 17:35
Research Evidence - ASU Prep Digital
ASU Prep serves students all over the world, so to make sure we’re sending you to the right place, please answer a few questions.
Select grade level
K–5
Select student type
Tuition-free Arizona public school
Are you planning to enroll in Khan World School @ ASU Prep?
No
Yes
Great! What would you like to do?
I want to learn more with an enrollment advisor.
I want to select my classes and enroll.
We strive to build effective evidence-based programs for our students, parents and partners.
ASU is a Tier 1 research university and the ASU Prep staff prides itself in exploring innovative ways to improve student performance. Please review the documents linked below for all the details around our research and ESSA compliance levels.
ASU Prep Academy
Tier 1
Tier 2
Tier 3
Evidence Report Links
Distance Learning
Strong evidence for supplementary web-based learning tools in distance education.
Tier 1: What Works Clearinghouse Rapid Evidence Review of Distance Learning
Fully Digital Asynchronous Instruction
ASU K-8 Student online learning program significantly correlated with growth outcome standards
Tier 3: ASU Prep Digital Growth Evidence
1
Individual Online Coursework
Online Algebra 1 increased end-of year Math scores and
Online Algebra 1 resulted in greater advanced math course enrollment.
Homework provided online increases end of year math scores for 7
th
grade students.
Tier 1: Online Algebra
Tier 1: What Works Clearinghouse Link: Online Algebra
Tier 1: Online Homework
Blended Learning
Online instruction in Math increases scores on standardized tests.
WWC Tier 2: Blended learning with online instruction and practice
Practices
Tier 1
Tier 2
Tier 3
Evidence Report Links
AI-Driven Intelligent Tutoring
Online intelligent tutor significantly improves reading comprehension.
Online intelligent tutor increased efficacy when delivered with strong individualized learning
Tier 1: Intelligent Tutor ITSS
Products
Tier 1
Tier 2
Tier 3
Evidence Report Links
Exact Path Fully Digital Online Curriculum
Exact Path usage shows significant Mathematics impact.
Exact Path usage shows significant Reading impact.
Time spent on Exact Path is significantly correlated with end of year achievement
Tier 2: Math Impact Study
Tier 2: Reading Impact Study
Tier 2: ELA Impact Study
FAQ for Online and Blended Learning Evidence
Is there direct evidence to support ASU Prep Digital effectiveness?
Yes.
Tier 3 Promising Evidence
for effectiveness of ASU K-8 Fully Digital Online Learning:
EDataSci (2023).
ASU Prep Digital Academy: Evidence of Effectiveness
Tier 2 Moderate Evidence
for ASU Exact Path Curriculum
Century Analytics (2018).
Impacts of Edmentum’s Exact Path on Student Mathematics Achievement
Tier 2 Moderate Evidence
for ASU’s Exact Path Curriculum
Century Analytics (2018).
Impacts of Edmentum’s Exact Path on Student Mathematics Achievement
Are online and blended learning recognized as evidence-based practices?
Yes.
Meta Analysis
U.S. Department of Education, Office of Planning, Evaluation, and Policy Development (2009),
Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. Washington, D.C.
The meta-analysis found that, on average, students in online learning conditions performed better than those receiving face-to-face instruction.
Meta Analysis
Means, B, Toyama, Y., Murphy, R., Baki. M. (2013).
The Effectiveness of Online and Blended Learning: A Meta-Analysis of the empirical literature. Teachers College Record, 115 (3), 1–47.
The meta-analysis found that, on average, students in online learning conditions performed modestly better than those receiving face-to-face instruction.
Meta Analysis
Bernard, R.M., Abrami, P.C., Lou, Y., Borokhovsk, E., Wade, A., Wozney, L., Wallet, P.A., Fiset, M., and Huang, B. (2004). How Does Distance Education Compare with Classroom Instruction? A Meta-Analysis of empirical literature.
Review of Educational Research, 74(3), 379–439.
Effect sizes for
asynchronous
applications favored distance education.
Effect sizes for
synchronous
applications favored classroom instruction.
Is online learning an evidence-based practice for English and Math using the stringent ESSA rules of Tier 1 and Tier2 evidence-based criteria, such as found in the What Works Clearinghouse?
Yes.
What Works Clearinghouse, (2021). (Sahni, S. D., Polanin, J. R., Zhang, Q., Michaelson, L. E., Caverly, S., Polese, M. L., & Yang, J.)
A What Works Clearinghouse Rapid Evidence Review of Distance Learning Programs. ERIC.
Programs that used more innovative approaches—programs that were adaptive
may offer the best opportunity for success in remote learning
.
A meta-analysis found that, on average, students in the distance learning programs improved in the
English language arts
outcome domain.
Additional strong evidence for distance
learning improvement in Mathematics
had previously been documented by WWC. Citations for Tier 1 and Tier 2 mathematics studies evidence are cited below:
Heppen, J.B., Walters, K, Clements, M., Faria, A., Tobey, C., Sorenson, N., Culp, K, Garcia,
G. (2011)
. Access to Algebra I: The Effects of Online Mathematics for Grade 8 Students. ERIC
Bottge, B.A., Ma, X., Gassaway, L., Toland, M.D., Butler, M. and Cho, S. (2014). Effects of Blended Instructional Models on Math Performance.
Exceptional Children
,
80
(4), 423–37.
What are appropriate grades for digital learning?
Research supports the effectiveness of distance
learning from elementary to college level courses
. Distance learning is particularly effective in post-secondary education and has become a staple of college curriculum.
Distance learning is effective for elementary and secondary students, yielding significant effect sizes compared to traditional classroom instruction.
Research in middle schools has been an active area of investigation and this research reveals high effectiveness in grades 7-9.
Is there a research consensus on the effectiveness of online learning?
Academic reviews of research comparing online to face-to-face learning have consistently found that digital learning performs as well as or better than face to face. Gains in online learning should typically not be attributed to the modality but rather on
attributes of the instruction.
Attributes that make a difference include
instructional design
,
degree of personalization
, and
direct guidance
in giving feedback. These and other aspects of the medium can contribute to a positive, equivalent learning experience (Simonson, M. (2019). Research in distance education: a summary.
Quarterly Review of Distance Education
, 20(2), 31-43.)
Online learning research continues to identify strong evidence for factors that make online learning work, such as the philosophy and theory of learning, context of the intervention, variation in the presentation of material (e.g., synchronous/asynchronous), additional learning time, opportunity for collaboration, quality of staff support, end economic efficiency of the modalities.
How do online and blended learning improve student outcomes?
Effective digital learning provides multiple pathways to improved student outcomes.
Approach to Curriculum
. Researchers in learning science emphasize that the “active ingredient” of online learning is not the technology platform. Experts agree that the effect of instruction on learning depends on the curriculum, the instructional methods, and the quality of staff.
It is thought that online and blended learning achieve their effect indirectly through technology insofar as technology enables large scale implementation of personalized, adaptive learning methods such as intelligent tutoring, online guided discovery learning, ability of students to pursue curriculum at their own pace. Technology enables these things but technology itself is not the reason for effectiveness. A district can’t merely put computers in front of children. Success depends on the knowledge and talent of staff who implement an effective learning program.
Geographical Factors
. Rural students with lack of access to mainstream or upper-level coursework (blended learning) sometimes fail to thrive due to the sheer unavailability of coursework. Some of online learning’s effectiveness stems from increased availability of curriculum.
Student Characteristics
. Many students
prefer
technology for learning, homework, and time management. Success depends on psychological factors such as self-regulation, resilience, and self-efficacy.
What outcomes has distance learning been shown to influence?
Standardized achievement tests
. Online learning has been shown to be effective in Reading, ELA, and Math. Student growth is comparable to other instruction methods, and in some cases moderately better.
College readiness
. Online math instruction (Heppen, et. al, 2011) has been shown to precipitate significantly greater pursuit of advanced mathematics compared to classroom instruction. Advanced mathematics is an important factor in college admission.
How do I respond to reports that online learning is not effective?
You should clarify the claim being suggested. There are certainly many studies
meeting WWC design standards
that indicate online learning programs
as effective
or in some settings
more effective
than traditional instructional methods.
A claim that there is “no evidence” for effectiveness of online learning may have been the case twenty years ago, but it is certainly not true today.
Much of federal funding for elementary and secondary schools is linked to evidence based on ESSA evidence standards. Research indicating the effectiveness of online learning meets ESSA evidence standards.
Is ASU Prep Digital supported by research?
Yes. Online and blended learning are evidence-based practices supported by national research, including studies reviewed by the
What Works Clearinghouse
.
Is online learning effective for English and Math?
Yes. Research shows positive outcomes in English language arts and strong evidence of improvement in mathematics, particularly in high-quality, well-designed programs.
Where can I learn more about the research?
Explore peer-reviewed studies and evidence on our
Research Evidence page
.
1
Jeffrey T. McLeod (2023) Learning Gains in a Fully Online K-8 Curriculum During a Pandemic, American Journal of Distance Education, DOI:
10.1080/08923647.2023.2227029
Enroll Now
Begin the enrollment process online and secure your spot.
Attend Info Session
Join an upcoming session to get your questions answered.
Schedule a call
Speak with an admission advisor to learn more about our program.
Enroll now
Info Session
Schedule a call
Enroll now
Info Session
Schedule a call
Chat
English
Spanish
I AGREE
ASU Prep Digital website uses cookies to enhance user experience, analyze site usage, and assist with outreach and enrollment. By continuing to use this site, you are giving us your consent to do this. Learn more about cookies on ASU websites in our Privacy Statement.
Privacy & Cookies Policy
Privacy Overview
This website uses cookies to improve your experience while you navigate through the website. Out of these cookies, the cookies that are categorized as necessary are stored on your browser as they are essential for the working of basic functionalities of the website. We also use third-party cookies that help us analyze and understand how you use this website. These cookies will be stored in your browser only with your consent. You also have the option to opt-out of these cookies. But opting out of some of these cookies may have an effect on your browsing experience.
Necessary
Always Enabled
Necessary cookies are absolutely essential for the website to function properly. This category only includes cookies that ensures basic functionalities and security features of the website. These cookies do not store any personal information.
Non-necessary
Any cookies that may not be particularly necessary for the website to function and is used specifically to collect user personal data via analytics, ads, other embedded contents are termed as non-necessary cookies. It is mandatory to procure user consent prior to running these cookies on your website.
SAVE & ACCEPT
ASU Prep serves students all over the world, so to make sure we’re sending you to the right place, please answer a few questions.
Select grade level
K–5
Select student type
Tuition-free Arizona public school
Are you planning to enroll in Khan World School @ ASU Prep?
No
Yes
Great! What would you like to do?
I want to learn more with an enrollment advisor.
I want to select my classes and enroll.
We strive to build effective evidence-based programs for our students, parents and partners.
ASU is a Tier 1 research university and the ASU Prep staff prides itself in exploring innovative ways to improve student performance. Please review the documents linked below for all the details around our research and ESSA compliance levels.
ASU Prep Academy
Tier 1
Tier 2
Tier 3
Evidence Report Links
Distance Learning
Strong evidence for supplementary web-based learning tools in distance education.
Tier 1: What Works Clearinghouse Rapid Evidence Review of Distance Learning
Fully Digital Asynchronous Instruction
ASU K-8 Student online learning program significantly correlated with growth outcome standards
Tier 3: ASU Prep Digital Growth Evidence
1
Individual Online Coursework
Online Algebra 1 increased end-of year Math scores and
Online Algebra 1 resulted in greater advanced math course enrollment.
Homework provided online increases end of year math scores for 7
th
grade students.
Tier 1: Online Algebra
Tier 1: What Works Clearinghouse Link: Online Algebra
Tier 1: Online Homework
Blended Learning
Online instruction in Math increases scores on standardized tests.
WWC Tier 2: Blended learning with online instruction and practice
Practices
Tier 1
Tier 2
Tier 3
Evidence Report Links
AI-Driven Intelligent Tutoring
Online intelligent tutor significantly improves reading comprehension.
Online intelligent tutor increased efficacy when delivered with strong individualized learning
Tier 1: Intelligent Tutor ITSS
Products
Tier 1
Tier 2
Tier 3
Evidence Report Links
Exact Path Fully Digital Online Curriculum
Exact Path usage shows significant Mathematics impact.
Exact Path usage shows significant Reading impact.
Time spent on Exact Path is significantly correlated with end of year achievement
Tier 2: Math Impact Study
Tier 2: Reading Impact Study
Tier 2: ELA Impact Study
FAQ for Online and Blended Learning Evidence
Is there direct evidence to support ASU Prep Digital effectiveness?
Yes.
Tier 3 Promising Evidence
for effectiveness of ASU K-8 Fully Digital Online Learning:
EDataSci (2023).
ASU Prep Digital Academy: Evidence of Effectiveness
Tier 2 Moderate Evidence
for ASU Exact Path Curriculum
Century Analytics (2018).
Impacts of Edmentum’s Exact Path on Student Mathematics Achievement
Tier 2 Moderate Evidence
for ASU’s Exact Path Curriculum
Century Analytics (2018).
Impacts of Edmentum’s Exact Path on Student Mathematics Achievement
Are online and blended learning recognized as evidence-based practices?
Yes.
Meta Analysis
U.S. Department of Education, Office of Planning, Evaluation, and Policy Development (2009),
Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. Washington, D.C.
The meta-analysis found that, on average, students in online learning conditions performed better than those receiving face-to-face instruction.
Meta Analysis
Means, B, Toyama, Y., Murphy, R., Baki. M. (2013).
The Effectiveness of Online and Blended Learning: A Meta-Analysis of the empirical literature. Teachers College Record, 115 (3), 1–47.
The meta-analysis found that, on average, students in online learning conditions performed modestly better than those receiving face-to-face instruction.
Meta Analysis
Bernard, R.M., Abrami, P.C., Lou, Y., Borokhovsk, E., Wade, A., Wozney, L., Wallet, P.A., Fiset, M., and Huang, B. (2004). How Does Distance Education Compare with Classroom Instruction? A Meta-Analysis of empirical literature.
Review of Educational Research, 74(3), 379–439.
Effect sizes for
asynchronous
applications favored distance education.
Effect sizes for
synchronous
applications favored classroom instruction.
Is online learning an evidence-based practice for English and Math using the stringent ESSA rules of Tier 1 and Tier2 evidence-based criteria, such as found in the What Works Clearinghouse?
Yes.
What Works Clearinghouse, (2021). (Sahni, S. D., Polanin, J. R., Zhang, Q., Michaelson, L. E., Caverly, S., Polese, M. L., & Yang, J.)
A What Works Clearinghouse Rapid Evidence Review of Distance Learning Programs. ERIC.
Programs that used more innovative approaches—programs that were adaptive
may offer the best opportunity for success in remote learning
.
A meta-analysis found that, on average, students in the distance learning programs improved in the
English language arts
outcome domain.
Additional strong evidence for distance
learning improvement in Mathematics
had previously been documented by WWC. Citations for Tier 1 and Tier 2 mathematics studies evidence are cited below:
Heppen, J.B., Walters, K, Clements, M., Faria, A., Tobey, C., Sorenson, N., Culp, K, Garcia,
G. (2011)
. Access to Algebra I: The Effects of Online Mathematics for Grade 8 Students. ERIC
Bottge, B.A., Ma, X., Gassaway, L., Toland, M.D., Butler, M. and Cho, S. (2014). Effects of Blended Instructional Models on Math Performance.
Exceptional Children
,
80
(4), 423–37.
What are appropriate grades for digital learning?
Research supports the effectiveness of distance
learning from elementary to college level courses
. Distance learning is particularly effective in post-secondary education and has become a staple of college curriculum.
Distance learning is effective for elementary and secondary students, yielding significant effect sizes compared to traditional classroom instruction.
Research in middle schools has been an active area of investigation and this research reveals high effectiveness in grades 7-9.
Is there a research consensus on the effectiveness of online learning?
Academic reviews of research comparing online to face-to-face learning have consistently found that digital learning performs as well as or better than face to face. Gains in online learning should typically not be attributed to the modality but rather on
attributes of the instruction.
Attributes that make a difference include
instructional design
,
degree of personalization
, and
direct guidance
in giving feedback. These and other aspects of the medium can contribute to a positive, equivalent learning experience (Simonson, M. (2019). Research in distance education: a summary.
Quarterly Review of Distance Education
, 20(2), 31-43.)
Online learning research continues to identify strong evidence for factors that make online learning work, such as the philosophy and theory of learning, context of the intervention, variation in the presentation of material (e.g., synchronous/asynchronous), additional learning time, opportunity for collaboration, quality of staff support, end economic efficiency of the modalities.
How do online and blended learning improve student outcomes?
Effective digital learning provides multiple pathways to improved student outcomes.
Approach to Curriculum
. Researchers in learning science emphasize that the “active ingredient” of online learning is not the technology platform. Experts agree that the effect of instruction on learning depends on the curriculum, the instructional methods, and the quality of staff.
It is thought that online and blended learning achieve their effect indirectly through technology insofar as technology enables large scale implementation of personalized, adaptive learning methods such as intelligent tutoring, online guided discovery learning, ability of students to pursue curriculum at their own pace. Technology enables these things but technology itself is not the reason for effectiveness. A district can’t merely put computers in front of children. Success depends on the knowledge and talent of staff who implement an effective learning program.
Geographical Factors
. Rural students with lack of access to mainstream or upper-level coursework (blended learning) sometimes fail to thrive due to the sheer unavailability of coursework. Some of online learning’s effectiveness stems from increased availability of curriculum.
Student Characteristics
. Many students
prefer
technology for learning, homework, and time management. Success depends on psychological factors such as self-regulation, resilience, and self-efficacy.
What outcomes has distance learning been shown to influence?
Standardized achievement tests
. Online learning has been shown to be effective in Reading, ELA, and Math. Student growth is comparable to other instruction methods, and in some cases moderately better.
College readiness
. Online math instruction (Heppen, et. al, 2011) has been shown to precipitate significantly greater pursuit of advanced mathematics compared to classroom instruction. Advanced mathematics is an important factor in college admission.
How do I respond to reports that online learning is not effective?
You should clarify the claim being suggested. There are certainly many studies
meeting WWC design standards
that indicate online learning programs
as effective
or in some settings
more effective
than traditional instructional methods.
A claim that there is “no evidence” for effectiveness of online learning may have been the case twenty years ago, but it is certainly not true today.
Much of federal funding for elementary and secondary schools is linked to evidence based on ESSA evidence standards. Research indicating the effectiveness of online learning meets ESSA evidence standards.
Is ASU Prep Digital supported by research?
Yes. Online and blended learning are evidence-based practices supported by national research, including studies reviewed by the
What Works Clearinghouse
.
Is online learning effective for English and Math?
Yes. Research shows positive outcomes in English language arts and strong evidence of improvement in mathematics, particularly in high-quality, well-designed programs.
Where can I learn more about the research?
Explore peer-reviewed studies and evidence on our
Research Evidence page
.
1
Jeffrey T. McLeod (2023) Learning Gains in a Fully Online K-8 Curriculum During a Pandemic, American Journal of Distance Education, DOI:
10.1080/08923647.2023.2227029
Enroll Now
Begin the enrollment process online and secure your spot.
Attend Info Session
Join an upcoming session to get your questions answered.
Schedule a call
Speak with an admission advisor to learn more about our program.
Enroll now
Info Session
Schedule a call
Enroll now
Info Session
Schedule a call
Chat
English
Spanish
I AGREE
ASU Prep Digital website uses cookies to enhance user experience, analyze site usage, and assist with outreach and enrollment. By continuing to use this site, you are giving us your consent to do this. Learn more about cookies on ASU websites in our Privacy Statement.
Privacy & Cookies Policy
Privacy Overview
This website uses cookies to improve your experience while you navigate through the website. Out of these cookies, the cookies that are categorized as necessary are stored on your browser as they are essential for the working of basic functionalities of the website. We also use third-party cookies that help us analyze and understand how you use this website. These cookies will be stored in your browser only with your consent. You also have the option to opt-out of these cookies. But opting out of some of these cookies may have an effect on your browsing experience.
Necessary
Always Enabled
Necessary cookies are absolutely essential for the website to function properly. This category only includes cookies that ensures basic functionalities and security features of the website. These cookies do not store any personal information.
Non-necessary
Any cookies that may not be particularly necessary for the website to function and is used specifically to collect user personal data via analytics, ads, other embedded contents are termed as non-necessary cookies. It is mandatory to procure user consent prior to running these cookies on your website.
SAVE & ACCEPT