This blog post summarizes a randomized controlled trial run by University of Toronto researcher Dr. Phil Oreopoulos in partnership with Khan Academy.
The study found positive learning gains for elementary school students in grades 3–6 whose teachers instructed them to use Khan Academy. These students’ scores were 0.12 to 0.17 standard deviations higher on the end-of-year mathematics assessment after using Khan Academy for approximately 35 minutes per week compared to students whose teachers were in the control group.
The study also included students in grades 7–8, but these students did not experience the same results as students in grades 3–6. According to the researchers, the difference was likely related to usage: elementary school students used Khan Academy for an average of 35 minutes per week, while middle school students used it for an average of 10 minutes per week.
The study took place in Arlington Independent School District in Texas. At the end of the 2020–21 school year, 312 math teachers expressed interest in using a computer-assisted learning program and were randomized by grade level into treatment and control groups.
The final sample included 112 treatment teachers, 112 control teachers, and 10,979 students. Teachers in the treatment group received access to professional learning, or “Khoaching,” in addition to access to Khan Academy Districts, rostered Khan Academy content, and teacher- and district-level data dashboards.
The post concludes that students can make substantial gains when Khan Academy practice is supported by leadership, teacher engagement, consistent monitoring of student progress, and regular use that is treated as integral rather than optional.