News

DCPS Schools Using ST Math Blended Learning Program More than Tripled Growth in Students’ Math Proficiency

By Carletta
November 7th, 2013

Washington, D.C., Nov 7, 2013 A new analysis shows that District of Columbia Public Schools that implemented the blended learning program ST Math® last year saw more than triple the growth in math proficiency on the recent testing, compared to other DCPS schools. The findings suggest ST Math contributed to DCPS’s record level of math proficiency.

“We are certainly pleased with the growth we’ve seen among our students using ST Math,” said Atasha James, principal at Leckie Elementary, which received funding for the ST Math program through a grant from Hyundai Motor America. “Clearly, the hard work of our teachers, combined with innovative blended learning tools like ST Math, is making a difference for our children’s learning outcomes.”

The analysis was based on District of Columbia Comprehensive Assessment System exam results for 752 students in grades three through five that implemented ST Math during the 2012-13 school year, and where the classes completed, on average, 50% or more of the ST Math curriculum before testing. Those that used ST Math experienced a 17.4 point increase in percent of students scoring proficient or better on the test. Those not using ST Math saw an increase of 4.5 points.

“We’re very pleased with these results, which are a direct result of the commitment DCPS made to ensuring students had adequate computer lab time to complete the ST Math curriculum, and their teachers’ efforts to connect the mathematical concepts in the ST Math games to their in-class lessons,” said Andrew R. Coulson, Chief Strategist at MIND Research Institute. “DCPS schools are on the right track, and MIND Research is pleased to be a partner in their success.”

Developed by neuroscientists, MIND’s ST Math instructional software provides visual, computer-based math games that support deep understanding of concepts covered by DC math standards at each grade level. Because the program doesn’t rely on language proficiency or prior math proficiency, it’s accessible for English Language Learners and children with learning disabilities. Students use ST Math for 45 minutes on the computer, twice a week under their teacher’s supervision, in a blended learning environment. The teachers are trained on how to connect the visual puzzles to their conventional symbolic texts, and coached on how to guide children through challenging sections by getting them to express their thinking, rather than simply showing them the solution. In numerous analysis over the years, schools using ST Math have experienced two to three times the growth in math proficiency compared to similar schools not using the program.

ST Math is currently used by half a million students in 30 states, including in large urban districts such as Baltimore, Chicago, Houston, Las Vegas, Los Angeles, Minneapolis, New York, Orlando, Philadelphia and Seattle.

As a non-profit, MIND Research and its philanthropic partners work with school districts to enable high-needs schools to participate in the ST Math program. In Washington, D.C., 31 schools participated last year in a grant program that provides access to ST Math instructional software, teacher training and ongoing educational support by MIND staff. Funding for schools in DCPS came from the non-profit MIND Research Institute and philanthropic partners including Hyundai Motor America.

MIND Research Institute
MIND Research Institute is an education nonprofit dedicated to ensuring that all students are mathematically equipped to solve the world’s most challenging problems. MIND’s distinctive visual approach to math and problem-solving is the basis of its innovative, research-proven ST Math® programs for elementary and secondary schools. MIND’s programs currently reach over 500,000 students and 21,000 teachers in more than 1,780 schools in 30 states. For more information, visit www.mindresearch.net.

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Contact:
Christine Byrd
MIND Research Institute
949-345-8636
cbyrd@mindresearch.net

About the Author:

Carletta