The findings of our study show that an ILS—if used appropriately—has real potential for improving student achievement. This conclusion is further supported by studies we conducted for several school districts. (Each of these studies has been funded by the school district, not the ILS vendor.) We have held focus group interviews with more than 100 teachers and principals, made more than 100 structured classroom observations to chronicle ILS use and integration with classroom curriculums, received surveys from nearly 300 ILS teachers and administrators, and obtained achievement and attitude data from nearly 5,000 students. While there is variability in all of these data, the following conclusion seems warranted: If implemented properly, ILSs do produce positive results. Indeed, they have the potential to transform the classroom into a better environment for learning.

The findings of our study show that an ILS—if used appropriately—has real potential for improving student achievement. This conclusion is further supported by studies we conducted for several school districts. (Each of these studies has been funded by the school district, not the ILS vendor.) We have held focus group interviews with more than 100 teachers and principals, made more than 100 structured classroom observations to chronicle ILS use and integration with classroom curriculums, received surveys from nearly 300 ILS teachers and administrators, and obtained achievement and attitude data from nearly 5,000 students. While there is variability in all of these data, the following conclusion seems warranted: If implemented properly, ILSs do produce positive results. Indeed, they have the potential to transform the classroom into a better environment for learning.