During the 2025–2026 school year, this study examined ACT® English performance in 11th-grade English 3 classrooms at a public high school in suburban Illinois, southwest of Chicago. The school serves roughly 1,800 students in a diverse, majority-Hispanic community with a substantial population of English Learners. Using a within-teacher design, the same three teachers used Albert in some sections (127 students) and taught equivalent sections without it (62 students), then compared ACT® English growth from fall (October 2025) to spring (April 2026).
Students in Albert classrooms grew +3.2 ACT® English points (12.6 → 15.7), compared with +1.8 points for the control group (12.8 → 14.6), 1.4 points more growth, even though the Albert group started slightly lower. 71% of Albert students improved their ACT® English score, versus 67% of the control group.
The 127 students in Albert classrooms were highly engaged, each averaging 300+ practice questions across the year, about 10 per week. Grammar and ACT® English preparation were their two most-used content areas.
The clearest advantage appeared in Production of Writing — the skills involved in revising and strengthening text. Albert students improved +10.3 percentage points in this area, compared with +1.7 points for the control group (a +8.6-point advantage), growing most in the exact skills they practiced. The pattern held across all three participating teachers.
