Kindergarteners with high Waterford Early Learning usage outperformed low-usage peers on a first‑grade literacy test one year after program completion. Benefits appeared across all demographic groups, highlighting the potential for sustained literacy development through computer-assisted instruction.
ESSA Tier: Tier 4
Utah Upstart Year 14 Results
More than 90% of UPSTART preschoolers reached proficiency by the end of Pre‑K, and many who began “needing support” met kindergarten‑ready benchmarks. Kindergarten follow‑up data showed former participants continued to perform strongly, demonstrating effective implementation and sustained early literacy and numeracy outcomes.
Utah Upstart Year 15 Results
About 90% of UPSTART preschoolers reached proficiency by the end of PreK, and most who began “needing support” improved to kindergarten‑ready levels. Kindergarten follow‑up data showed former participants continued to demonstrate strong skills, indicating lasting benefits from early participation.
How Technology Drives Long-Term Literacy Success Across Demographics
Louisiana K–2 students who used Waterford Early Learning for two or three years scored higher than those with only one year of use. Even students with one year of program use outperformed nonusers a year after participation. Across all demographic groups, WEL users showed stronger results, demonstrating sustained positive effects on literacy development.
Evidence for Dosage and Long-Term Effects of Computer-Assisted Instruction
Students who used a computer‑based reading program in kindergarten and first grade scored higher one to two years later than peers who never used it or used it less. The largest effect sizes were found for students with high program usage, suggesting early, consistent CAI can support lasting reading success.