LoneStar CR transforms how students master constructed response writing! Using Advanced AI, teachers can effortlessly create engaging ECR and SCR tasks, aligned with standards, while students improve critical writing skills.
Tailored for diverse skill levels, LoneStar CR enhances learning through scaffolding support, engaging prompts, and proven writing strategies.
A 2007 meta-analysis by Graham & Perin, Writing Next (Alliance for Excellent Education), reviewed 49 experiments on writing instruction for adolescents. The most effective programs emphasized frequent writing and explicit strategies like planning and revising.
Result:
Strategy-rich writing instruction boosted achievement by up to +1.14 SD, equivalent to a full letter grade improvement.
A 2017 randomized trial by SRI International evaluated the College, Career & Community Writers Program (C3WP) across 47 rural districts in grades 7–9. Students wrote arguments daily and received regular feedback from trained teachers.
Result:
After one school year, students in C3WP classrooms scored +0.21 points higher (on a 1–6 rubric) than control peers in argument writing.
A 2023 meta-analysis by Zhai & Ma, published in the Journal of Educational Computing Research, analyzed 26 studies using automated writing evaluation (AWE) tools. It compared writing outcomes for students who received automated feedback vs. those who did not.
Result:
AWE tools produced a large effect of +0.86 SD, especially when students revised their work over multiple drafts.
A 2023 meta-analysis by Fleckenstein, Liebenow, & Meyer, published in Frontiers in Artificial Intelligence, synthesized 20 studies evaluating real-time automated feedback for student writing.
Result:
Immediate feedback tools improved writing performance by +0.55 SD, a medium-sized gain across diverse grade levels.
A 2004 analysis by Yigal Attali at ETS reviewed over 9,000 essays submitted by students in grades 6–12 using the Criterion online writing platform. The tool provided instant feedback and allowed for revisions between drafts.
Result:
Students' final drafts scored +0.47 SD higher, and surface-level writing errors dropped by ≈ 25% compared to first drafts.
A 2025 study by Dong et al., published in Acta Psychologica, examined the impact of digital badges on third-grade students' computational thinking (CT) skills and motivation in a block-based programming course.
Result:
Students who received digital badges showed a significant improvement in CT skills compared to those who did not.
Please don’t hesitate to contact us through the following contact form. Our dedicated service team will respond as quickly as possible, usually within an hour.
Thank you! Your submission has been received!
Oops! Something went wrong while submitting the form.
.png)
.png)
.png)
%20(1).png)
_clipdrop-background-removal.png)
.png)
.png)
