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Research & Validation

MATH 180 students experienced a greater growth in achievement than students in other math interventions.**

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**Based on a 2013—2014 Early Outcomes Study in two large urban and two suburban districts across the U.S. Developed by MetaMetrics, the Quantile Framework is a scale that describes a student's mathematical achievement and the difficulty of specific mathematical skills and concepts.Tier 3 students represent students with an initial Quantile measure of 200—400Q. 

Teachers surveyed are seeing improvements!





After our 1st year, MATH 180 is BENEFITING:

  • 38,000+


  • 1,550+


  • 763


  • 339


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Proven Results

  • Research Professional Paper: Making Effective Use of a Flexible Blended Learning Model: An Answer to Maximizing Educational Outcomes for All Students

    The use of high leveraged teaching practices and the seamless infusion of interactive technology allows the MATH 180 program to meet the needs of a diverse set of learners. This paper articulates how the features of this blended flexible model can meet the needs of all students especially those in special education. These connections between the program and the needs of the individual student are described within the research based universal design for learning (UDL) framework. This paper highlights the importance of incorporating the diverse needs of students into the design process of a program.

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  • Research Results: Modesto City Schools

    From 2013-2015, our Research Department conducted a study in the Modesto City School District (CA) to better understand the implementation of MATH 180 in Modesto and to examine the achievement outcomes of students grades 7–8.


    This study illustrates the effectiveness of MATH 180 in raising student achievement:

    • In the two years of MATH 180 implementation included in this analysis, students experience statistically significant gains in Quantile score on the HMH Math Inventory.
    • Students had slightly larger average gains in the 2014-2015 school year.
    • In analyzing student achievement by level of progress, findings point to significantly greater gains for students who completed more topics, which supports the relationship between program use and student gains in math achievement.

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  • MATH 180 Progress Matters

    MATH 180 holds the potential for significant growth in math achievement. When students complete sections or topics in the program they begin to unlock this potential. The more topics a student completes the more they tend to grow in their math achievement. This paper quantifies the effects of this progress in the program while controlling for variations in student starting achievement level. Results indicate that students on average grow slightly more than 10 Quantile points for every topic they complete in the program.  

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  • Research Foundations Paper

    MATH 180 is informed by an extensive body of literature about best practices for serving older struggling math students. The MATH 180 Research Foundation Paper provides relevant information from the research base, and expert opinion is presented alongside descriptions of how these research foundations have been translated into the program design and curriculum.

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  • Research Update: Hillsborough Public Schools

    This Research Update entitled "MATH 180 Students Report Greater Growth Than Comparison Students on SMI and NWEA-MAP" shares results from a yearlong (2013—2014) comparison study in a larger urban public school in the South. This study found that MATH 180 students showed significantly greater growth on both SMI and NWEA-MAP assessments.

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  • Research Update: Early Outcomes Results

    This Research Update entitled "Early Outcome Effects of a Blended Learning Model for Math Intervention Instruction With Special Population students" outlines the implementation findings and changes in proficiency with students enrolled in MATH 180 over the course of the 2013—2014. This study shows that MATH 180 meets the math needs for Special Education students, English Language students, and Title 1 students, and that at the end of the year MATH 180 students outperformed students in other interventions.

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  • Research Update: Clark County

    This Research Update entitled "Early Effects of MATH 180 on Academic Achievement" shares results from a yearlong (2014—2015) comparison study in Clark County, the fifth largest school district in the United States. This study found that MATH 180 students showed significantly greater growth on HMH Math Inventory than students continuing the district's previous intervention program. 

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