Dissertation AbstractThe purpose of my study was to examine the effectiveness of the Study Island Programas a formative assessment tool in the secondary levels of reading and math. Study Island is anonline tool that assesses students according to their state’s standards in English and math.Theresearch design for the study was quantitative in nature and quasi-experimental with oneindependent variable consisting of two categories based upon participation status. Fourchi-square tests of independence were used to address the hypotheses that academically at-riskstudents who participated in the Study Island program performed better on the Kansas Readingand Math Assessments than the academically at-risk students who did not participate. Additionalanalyses were conducted to determine the amount of improvement of the entire sample from theCenter for Educational Testing and Evaluation (CETE) diagnostic reading and math assessmentsto Kansas Reading and Math Assessments. Data from the four chi-square tests did not support astatistically significant relationship between the participation in the Study Island program andsuccess on the Kansas Reading or Math Assessment. Data from four frequency tables indicateda greater percentage of improvement from the CETE diagnostic assessments to the Kansasassessments than non-improvement, regardless of participation status. Ultimately, there was nosignificant statistical indication that the at-risk students who participated in the Study Islandprogram had a greater percentage of improvement than the non-participants. The findings of thisstudy could help high schools within the Blue Valley district determine if this particular online,formative assessment intervention could impact their students’ learning and performance onsummative tests.