"21 to 27 percentage point jump in course pass rates among African-American, Latino, and Filipino students at De Anza College"
"The difference in success rates translates into more than 100 students successfully completing their math course If they are successful in the first course, they are much more likely to move on to the second. The other important thing for us is that the developmental math classes have a much higher participation of Latinos and African Americans than our upper-level classes. This becomes part of our plan to reach out to underserved populations, be they first generation or economically disadvantaged. If you can help them succeed in pre-algebra, elementary, and intermediate algebra, you're going to open up opportunities to them later on."
High Correlations between assignments mastered and course grade
College EnableMath students have shown very high correlations of 0.5 to 0.7 between the number of assignments done to mastery and their course grades. As the graph shows, students who do more than 2/3rds of their EnableMath assignments to mastery almost always passed their course with an A or B.
Significant difference in growth shown for 5th grade class
In this yearlong study of two 5th grade classes the teacher assigned one class only homework from the textbook and the other class received approximately half of the homework assignments on the EnableMath program. Students in the treatment class demonstrated a statistically significant difference (p<0.05) in year-end achievement with a Mean growth on the Northwest Evaluation Association (NWEA) Mathematics Assessment of 11.15 points, equivalent to 1.5 grade levels, compared to a Mean growth of 7.74 points, equivalent to 1.0 grade level for the control class.
1. This extremely high correlation means that the number of assignments done to mastery represents up to 50% of the variance in a student’s course grade based on only the final exam. It is another example of the maxim “Students who practice succeed.”