The purpose of this study was to compare student growth of SCSD-7 students on the MAP (Measures of Academic Progress) reading assessment to otherwise similar students who did not use Istation. This study followed two cohorts of elementary school students over three years (2016-17 through 2018-19) to assess the effect of Istation on reading achievement and growth. Over these two cohorts of students, Istation usage was associated with greater MAP reading gains, in relation to virtual comparison students identified by NWEA's Similar Schools Report. Across both cohorts, Istation students averaged a nearly one-point larger gain in MAP reading scores than did comparison students. This advantage was especially pronounced in Cohort 1, as Istation students averaged greater than a 2.5 point larger gain in MAP reading scores in relation to comparison students. In addition, a generally positive association between school-level average Istation usage and MAP reading gains in relation to comparison students was found across SCSD-7 elementary schools. As SCSD-7 students were matched with virtual comparison students on the basis of prior reading achievement and demographic variables, and a sufficiently large sample size was used, the results support the conclusion that Istation is related to larger reading achievement gains, in relation to non-Istation users.