Research shows that students who identify as low-income, first-generation, and/or racially diverse disproportionately underperform in college and earn fewer degrees than other students. This study explores the integration of adaptive learning courseware assignments as a tool to help close these outcome gaps and to ensure more equitable learning across diverse student groups. Adaptive learning courseware is an educational technology that requires students to master the same learning objectives but, for each student, the courseware determines the order and timing of content based on how that student interacts with the courseware, thus enabling an individualized learning path for each student. Adaptive learning assignments were implemented in five sections of a highly-enrolled Principles of Microeconomics course at a medium-sized state university in the United States. This study draws from student data (n=581), which includes adaptive learning assignment completion data, detailed exam and final grade data, and institutional demographic data. Descriptive statistics and regression analyses are used to explore if the completion of adaptive learning assignments disproportionately benefited low-income, first-generation, or racially diverse students, thus helping close the gap between students from different backgrounds. Findings include significant evidence that adaptive learning assignment completion was correlated with more exam questions answered correctly by all students, with this correlation being disproportionately stronger for students who identify as being from a minority background and for foundational (easy) exam questions.
