22 Erin Trantham, EdD chosen for the current study. Five traditional learning schools with similar student demographics were chosen as comparison schools. Results of the Spring 2022 administration of the MAP Growth assessments were analyzed for students enrolled in the second grade. The current study used the chi-square test of independence to answer the following research questions: Research Question 1 (RQ1) Is there a relationship between learning environment and student achievement in reading? Research Question 2 (RQ2) Is there a relationship between learning environment and student achievement in math? Research Question 3 (RQ3) Is there a relationship between learning environment and student achievement in reading for students who are academically at-risk? Research Question 4 (RQ4) Is there a relationship between learning environment and student achievement in math for students who are academically at-risk? Research Question 5 (RQ5) Is there a relationship between learning environment and student achievement in reading for students who are economically disadvantaged? Research Question 6 (RQ6) Is there a relationship between learning environment and student achievement in math for students who are economically disadvantaged? After analyzing the results of the six research questions, the researcher also wanted to determine if there was a relationship between the learning environments and high level of academic achievement as opposed to the average or above levels originally tested. Additional data analysis was conducted using the following research questions: Research Question 7 (RQ7) Is there a relationship between learning environment and high student academic achievement in reading? Research Question 8 (RQ8) Is there a relationship between learning environment and high student academic achievement in math? Research Question 9 (RQ9) Is there a relationship between learning environment and high student academic achievement in reading for students who are academically at-risk? Research Question 10 (RQ10) Is there a relationship between learning environment and high student academic achievement in math for students who are academically at-risk? Research Question 11 (RQ11) Is there a relationship between learning environment and high student academic achievement in reading for students who are economically disadvantaged? Research Question 12 (RQ12) Is there a relationship between learning environment and high student academic achievement in math for students who are economically disadvantaged? The data analysis for RQs 7 through 12 used the variables of learning environment (personalized or traditional) and academic achievement (below the 80th percentile or at or above the 80th percentile) on the MAP Growth assessments using the chi-square test of independence. Summary of Findings Analysis of the MAP Growth assessment data from Spring 2022 for math and reading from second grade students showed some trends when looking at RQs 1–6. Using chi-square test of independence, analysis was run for all second grade students, students who were coded as academically at-risk, and for students who were coded economically disadvantaged. Results of the analysis showed there were significant relationships between personalized learning environments and average or above average (below the 40th percentile, at or above the 40th percentile) academic achievement for all students, at-risk students, and economically disadvantaged students in the area of math. There was no significant relationship in learning environment and academic achievement for reading. RQs 7–12 were analyzed using the same data from the Spring 2022 MAP Growth assessments for second grade,
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