Dismantling barriers in the middle grades: the relationship between multimodal digital inquiry and science equity

Purpose This study aims to examine the relationship between the use of a multimodal, inquiry-based digital science platform and grade 8 student performance on a statewide assessment. Grounded in a systemic equity framework, the study investigates whether multimodal inquiry experiences are differentially associated with outcomes for students who have historically encountered structural and linguistic barriers in middle grades science classrooms. Design/methodology/approach Using a quasi-experimental design across 32 middle schools (n = 7,555), researchers utilized multi-level modeling to account for the nesting of students within schools. Engagement was measured by the number of completed investigations during a spring implementation period. Regression analyses estimated the relationship between platform use and standardized state science assessment scores. Findings While no significant difference was found between users and non-users overall, regression analyses revealed a statistically significant positive relationship between the number of investigations completed and assessment scores for the full student sample (p = 0.006). Subgroup analyses revealed stronger positive associations for emergent multilingual learners (ML), Black, Hispanic and female students. Findings suggest that even limited access to multimodal inquiry experiences may address critical opportunity and access gaps and are associated with higher levels of science performance. Since the middle grades represent a pivotal period for the development of science identity, these associations carry developmental significance for young adolescents. Originality/value This study contributes to middle grades research by examining multimodal digital inquiry and state assessment outcomes through a lens of systemic equity, highlighting how inclusive instructional design may expand access to rigorous science learning during a critical developmental period for young adolescents.