Located in the heart of southeast Washington, DC’s historic Anacostia neighborhood, Thurgood Marshall Academy (TMA) grounds its work in the legacy of Supreme Court justice Thurgood Marshall, ensuring that every student, regardless of background, has access to a high-quality education and the support needed to succeed.
On average, students enter TMA two to three grade levels behind academically. The school does not shy away from that reality. Instead, it frames the challenge as a promise. “We use 48 months intentionally,” says Raymond Wheaton, Executive Director of Thurgood Marshall Academy. “Over the summer, over the school year, over the summer, over the school year—we are promising families that we’re going to help their students get into their best-fit college.” That promise is made possible through two essential commitments: grounding decisions in data and providing intensive intervention that accelerates learning.
In the video below, discover how Thurgood Marshall Academy is driving intentional academic growth with Math 180® and Read 180®, along with strategic use of NWEA’s MAP® Growth™ data.
Data as a constant driver of decision making
Data plays a central role in how Thurgood Marshall Academy supports student success. “We look at data for everything,” says Associate Head of School Elena Roberts. “From academics to wellness and behavior, data drives the decisions we make.”
At TMA, NWEA’s MAP Growth assessment is a key tool for identifying student needs early and delivering intensive intervention support. Incoming students take MAP Growth during the summer, giving educators insight into strengths and areas for growth before the school year begins. During the academic year, MAP Growth serves as a diagnostic measure for ninth and tenth graders, helping teams monitor progress and refine instruction.
The results guide decisions about student grouping, differentiated instruction, classroom placement, and intervention services. Students who require additional support may receive tutoring, participate in small-group instruction, or learn in co-taught classrooms where two educators collaborate to meet diverse needs. By grounding decisions in data, TMA ensures that supports are personalized and responsive rather than one-size-fits-all.
Intensive intervention that accelerates learning
Within TMA’s multi-tiered system of supports (MTSS), Read 180 and Math 180 serve as structured Tier 2 and Tier 3 interventions designed to close foundational gaps.
Students receive an auto-recommended placement into Read 180 and/or Math 180 based on MAP Growth data. Those performing below benchmark levels are enrolled during the summer or school year and participate consistently, often daily or every other day. Alongside intervention blocks, students are also receiving daily core instruction. This intentional scheduling creates space for acceleration without isolating students from their peers.
The intensive intervention programs combine teacher-led instruction with adaptive student application, allowing students to build essential skills while progressing along an individualized pathway. Consistency and feedback are central to success. Students monitor their own growth, see tangible progress, and build ownership of their learning. “They feel empowered,” Roberts says. “They see their progress. They gain confidence.”
Importantly, intervention at TMA does not operate in isolation from core instruction. The math department engages in common planning to review student data and align instruction across courses. Intervention teachers share insights, and algebra 1 teachers use that information to further differentiate lessons. Skills introduced in Math 180 are reinforced in core classes, creating a cohesive system of support.
Academic gains and lasting impact
The impact of this work is measurable. Last year, TMA’s Math 180 cohort achieved the highest percentage of students on track among DC charter schools. On average, students reached 200% of expected growth, meaning many doubled and some even tripled their projected progress in a single year. Some students entered the program performing at an elementary level and finished the year on track for grade-level expectations. Students not only made gains in Math 180, but also carried that progress into core math courses like algebra 1.
Yet the most powerful shift may not be reflected in numbers. As students saw their progress, their mindset changed. Students who once doubted their abilities began to view themselves as capable learners. They participated more actively in class, took academic risks, and approached challenges with increased confidence.
Through thoughtful use of data and purposeful intervention, Thurgood Marshall Academy ensures that growth is intentional. Every student’s progress is monitored, supported, and celebrated, proving that when strong systems and high expectations align, remarkable growth is possible.
Build a data-driven culture in your school or district.
