Program Description

"Math 180® is a blended-learning, intensive math intervention program that builds algebra competence in core or dedicated intervention classrooms, using best practices for striving students. Personalized software combined with teacher-facilitated instruction accelerate students toward grade-level proficiency, raising achievement scores by an average of 2+ years in one school year."

Cost

Must contact publisher for pricing

Intended Population

• Intervention
• Intensified intervention

Grade

• Elementary School
• Middle School
• High School

Intended Group Size

• Small group

ELL/DLL

• Partial

Multisensory Applications

• No

Computer-Based Delivery

• Full

Scripted

• Instructor Scripted

Comprehensive or Skill Specific

• Comprehensive

Placement Tests

• Yes

Accelerated Learning

• No

Assessment to Monitor Skills Mastery

• Yes

Error Correction Built In

• Yes

Fidelity Measures Provided by Publisher

• Unspecified

Research Summary

A literature review revealed evidence limited to field tests conducted by the publisher of Math 180 and masers/dissertation documents. Field tests indicated small to moderate improvements in math based on a test created by publisher, while thesis/dissertation findings were mixed. Three dissertations found no significant difference in performance or math gains between students using the Math 180 program and control groups, and one thesis found statistically significant gains in students using the Math 180 program, though when compared to similar students not receiving the program, there was no significant difference in math gains. Due to the methodologies used in these studies, there is insignificant evidence supporting the efficacy of the Math 180 program at this time.

Study Citations

Gilmore, K. (2018). The impact of computer-based programs on middle school math achievement.https://digitalcommons.liberty.edu/cgi/viewcontent.cgi?referer=https://scholar.google.com/&httpsredir=1&article=2809&context=doctoral

Hand, P. (2016). A Study of Math 180. (Doctoral dissertation, Southern Connecticut State University). https://www.proquest.com/openview/8043309bcaf5489e421c10f71ce1fe63/1?pq-origsite=gscholar&cbl=18750

HMH Research (2014) Early outcome effects of a blended learning model for math intervention instruction with special population students, HMH Research Update, New York, NY.

Moran, J. L. (2021). Improving Proficiency with Online Learning: An Exploration of Math Scores in Middle School Students (Doctoral dissertation, Missouri Baptist University).https://www.proquest.com/openview/9ef349e5d4e4d5372a6e77d70111e618/1?pq-origsite=gscholar&cbl=18750&diss=y

Thompson, S. (2017). The use of Math 180 to Remediate African American Middle School Students: A Quantitative Quasi-Experimental Study (Doctoral dissertation, Northcentral University). https://www.proquest.com/openview/67450104ad5a392d666335f4618f2b2c/1?cbl=18750&pq-origsite=gscholar&accountid=13193

Evidence Base (ESSA)

• No studies met inclusion requirements

Evidence-Based Practice (EBP)

• Insufficient evidence

Additional Reviews

• http://samizdatmath.com/?p=378