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Results show a dose-response pattern and support sustained, consistent usage for measurable performance and equity returns.",{"@graph":14,"@context":64},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/amira-learning-in-texas-impact-on-24-25-staar/483910/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/amira-learning-in-texas-impact-on-24-25-staar/483910.png","ImageObject",300,407,{"name":42,"@type":43},"Sophia Brooks","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-05","2026-09-30",true,{"@type":52,"interactionType":53,"userInteractionCount":30},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58],{"name":59,"@type":60,"acceptedAnswer":61},"Which student groups benefit most from increased Amira usage?","Question",{"text":62,"@type":63},"Equity-promoting effects are strongest for Black students and economically disadvantaged students, with larger scale score growth and notable relative increases. 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Students with high implementation (30+ min/week) scored 6 percentile points higher on 2025 STAAR Reading assessments (Cohen's d =0.32, p \u003C0.001) and were 82% more likely to meet grade-level standards compared to minimal users. Longitudinal analysis of 24,053 students shows that increased usage drives accelerated learning, with high-usage students gaining 17 additional scale score points year-over-year. Equity-promoting effects were strongest for Black students ( +20 scale score points of growth, representing a 25% relative increase) and economically disadvantaged students ( +22 points, 30% relative increase), demonstrating Amira’s potential to benefit all students.  \nStudents who used Amira more frequently demonstrated significantly higher reading achievement across all grade levels, with particularly strong effects in earlier grades. Grade 3 students with Very High usage scored 9 percentile points higher than Low usage students (58th vs. 49th percentile; d = 0.42, p \u003C 0.001) and had nearly three times the odds of meeting grade-level standards (OR = 2.81), translating to proficiency rates of 63% compared to 49% for Low usage peers. Grade 4 showed similarly robust effects, with Very High usage students demonstrating 7 percentile point gains and 2.45 times the odds of proficiency (65% vs. 53% meeting standards) . Longitudinal growth analyses reinforced these cross-sectional findings by demonstrating that higher usage predicted accelerated improvement from students' own baseline performance. There was a clear dose-response pattern with Medium usage students gaining 5 additional scale score points, High usage students gaining 12 points, and Very High usage students gaining 17 points compared to Low usage peers. This provides strong evidence that sustained engagement with Amira drives meaningful learning gains over time.  \nThe evidence is clear, the opportunity is significant, and the path forward is actionable. Districts that invest in systems ensuring consistent, adequate usage, particularly for students facing the greatest barriers to reading success, are likely to see measurable returns in both overall performance and educational equity. Amira's adaptive AI technology offers a scalable solution to provide every student with personalized reading support, helping fulfill the fundamental promise that every child can become a proficient reader.  \n2 | Amira Learning | Every Child Deserves the Chance to Become a Reader  \n5214F Diamond Heights Blvd, \\#3255, San Francisco, [CA 94131 | 866-883-7323 |](CA 94131 | 866-883-7323 | info@amiralearning.com)[ ](CA 94131 | 866-883-7323 | info@amiralearning.com)[info@amiralearning.com](CA 94131 | 866-883-7323 | info@amiralearning.com)  \nTable of Contents  \nExecutive Summary 2  \nIntroduction 4  \nAmira Tutor 4  \nTexas STAAR Assessment 5  \nMethodology 7  \nStudy Design 7  \nSample 7  \nUsage Categorization 8  \nAnalytical Approach 8  \nResults 10  \nCross-Sectional Achievement Analysis. 10  \nFigure 1. Estimated Marginal Means: 2025 STAAR Percentile by Usage Category 11  \nTable 1. Fixed and Random Effects Estimates for STAAR Reading Percentile Ranks 11  \nProficiency Analysis. 13  \nTable 2. Logistic Regression Results: Probability of Meeting Grade-Level Standards on 2025 STAAR Reading 13  \nLongitudinal Growth Analysis. 14  \nFigure 2. Estimated Marginal Means: Scaled Score Growth by Usage Category15  \nTable ","cbCaitjzlLq6Nqyw","https://ap.wps.com/l/cbCaitjzlLq6Nqyw","pdf",1940334,21,"English","# Executive Summary\n# Introduction\n# Amira Tutor\n# Texas STAAR Assessment\n# Methodology\n## Study Design\n## Sample\n## Usage Categorization\n## Analytical Approach\n# Results\n## Cross-Sectional Achievement Analysis\n## Proficiency Analysis\n## Longitudinal Growth Analysis\n# Discussion\n## Grade-Level Patterns and Implications\n## Equity and Differential Effects\n## Limitations and Future Directions\n# Practical Implications\n# Conclusion\n# References","[{\"question\":\"Which student groups benefit most from increased Amira usage?\",\"answer\":\"Equity-promoting effects are strongest for Black students and economically disadvantaged students, with larger scale score growth and notable relative increases. The results suggest sustained engagement can help close achievement gaps.\"}]","Amira Learning in Texas: Impact on 24-25 STAAR | PDF",1790801554,53]