Does Accelerated Math
Running head: ACCELERATED MATH
Does Accelerated Math Improve Student Achievement?
Carleen Maselli
Touro University
In partial fulfillment of the requirements for EDU 710B
Steve Gibbs
October 30, 2008
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Does Accelerated Math
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Abstract
Accelerated Math is a computer management system published by Renaissance Learning and
used to individualize student assignments and monitor their progress. Four studies researching
the effectiveness of accelerated math in improving student achievement are investigated, the first
3 in the form of a review by the September 2008 What Works Clearinghouse journal and a 4th
in a thesis by Terri Gaeddert written in 2001 titled “Using Accelerated Math to Enhance Student
Achievement in High School Mathematics”. All 4 studies were empirical in nature setting up
control groups and intervention groups and all reported positive significant gains in achievement,
however, What Works Clearinghouse reported no discernible effects on math achievement in its
report based on their criteria for evidence standards.
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Does Accelerated Math Improve Student Achievement?
With the continuing debate surrounding underperforming students in mathematics in the
United States, it is necessary for teachers to continually research what instructional practices are
effective in the classroom for improving mathematical achievement Standards were rewritten in
2000, but merely rewriting them doesn’t directly improve student achievement. Likewise,
merely using technology in your instruction does not automatically register gains in
mathematical achievement among our students. When studying best practices the process of
teaching and learning is the imperative element to be considered for students to obtain desired
standards and outcomes (Gaeddert, 2001). Accelerated Math is a software tool that is a
computer management system that gives a teacher the ability to individualize student
assignments aligned to state and national standards while offering the ability to monitor progress
through formative and summative assessment. Renaissance Learning first released Accelerated
Math in 1998 and released its 2nd edition library in 2008. Renaissance currently reports more
than 30,000 schools nationwide are using this program ("Accelerated Math. What Works
Clearinghouse intervention report," 2008). Does Accelerated Math improve student achievement
in mathematics? This investigation focuses on 4 studies exploring this question. The first 3 were
reviewed in September 2008 by a journal called What Works Clearinghouse which is distributed
through the U.S. Department of Education’s Institute of Education Sciences. The 4th is a
master’s program thesis written by Terri Gaeddert in 2001 called “Using Accelerated Math to
Improve student Achievement”.
Accelerated Math can be used with current curriculum and instructional methods in any k-12
classroom. Students work on individualized assignments at their own pace. They may record
responses via a handheld responder or on forms that are scanned through the computer. The
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assignment is then scored and a report is generated showing student progress in mastering
objectives as well as information regarding correct and incorrect answers. Teachers may receive
individual student reports as well as classroom level reports. This allows the instructor to adjust
instruction and assignments according to the needs of the class and individuals ("Accelerated
Math. What Works Clearinghouse intervention report," 2008). The program will also generate a
new assignment for the student based on the last assignment scored, which may be another
problem set for remediation or assessment .if mastery has been demonstrated through the
practice exercises. Students typically receive instruction in small groups or individually as
opposed to the whole group instruction used in a class using traditional teaching methods.
After reviewing 38 studies The What Works Clearinghouse (WWC) focused on 3 studies they
considered to meet their criteria for evidence standards with reservations involving 6th-8th grade
middle school studies. Although Terri Gaeddert was among the 35 reports that didn’t meet the
requirement, the reason given in the WWC’s report was that it was not relevant to the group they
were reviewing for the report. The 3 studies the WWC reviewed were by Nunnery and Ross
(2007), Ysseldyke and Bolt (2007) and Ysseldyke and Tardrew. (2007).
Nunnery and Ross performed a quasi-experimental study in a suburban Texas school district.
The key component used was accelerated Math supplemented with professional development in
Renaissance Math. Achievement was measured by the Texas Learning Index and the Texas
Assessment in Mathematics Skills. They chose treatment middles schools matched to 2
comparison middles schools. They compared 40 different schools and matched them to the most
similar schools .The treatment schools used Accelerated Math while the comparison classes were
taught by traditional methods. Nunnery and Ross reported a positive, statistically significant
effect on overall math achievement. The WWC accounted for misalignment between the schools
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as the unit of the assignment and the student as the unit of analysis and therefore found their
study “neither statistically significant nor substantially important.” ("Accelerated Math. What
Works Clearinghouse intervention report," 2008, p. 4).
Ysseldyke and Bolt used a randomized/controlled trial. They randomly assigned 2
classrooms to treatment and 2 to control groups to assess the impact of Accelerated Math on
STAR math and Terra Nova exams. Treatment classes were assigned to be taught using
Accelerated Math as an integrated addition to the existing math curriculum. The control class
used existing curriculum with no Accelerated math. Ysseldyke and Bolt reported a statistically
significant positive effect for one outcome and none for the other. The WWC deemed Ysseldyke
and Bolt’s study to have severe attrition since more than 40% of the classes assigned to be
treatment classes did not implement accelerated Math. After adjusting for misalignment between
the classroom as the unit of analysis and the student as a unit of analysis, the WWC determined
both outcomes were not statistically significant.
Ysseldyke and Tardrew (2007) used a quasi-experimental approach using classroom matched
pairs to assess Accelerated Math’s impact on STAR math exams. School principals were to
randomly assign classrooms to treatment or comparison conditions. “The authors had no control
over the assignment process and reported they had no basis for claiming that random assignment
occurred. ("Accelerated Math. What Works Clearinghouse intervention report," 2008, p. 3),
thus, the WWC labeled the study as quasi-experimental in design. Ysseldyke and Tardrew
reported a positive significant effect for 6th grade and a positive but not significant effect for 7th8th grade. Again, misalignment on class as the assignment vs. the student as the analysis
rendered both insignificant by the WWC.
In her thesis, Gaeddert sought to discover a relationship between Accelerated Math and
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students performance in pre-algebra, algebra 1 and geometry and a relationship between
students’ attitudes towards mathematics and the use of the Accelerated Math program. Three
teachers were used for the study in one high school. Each had at least two classes of the subject
being observed, with one being an intervention group implementing Accelerated Math and one
being a control group receiving traditional methods of instruction. In the intervention group
students worked at their own pace and received small group or individual instruction. Teacher
training for the accelerated Math program was provided. The study utilized pretests and
posttests to study achievement gains and changes in attitude perception among students in each
group. Objectives taught to both groups were identical. The tests used to evaluate achievement
were the Stanford 9 Achievement test and the STAR math test. Each was given to all students at
the beginning of the 2nd semester prior to implementation of Accelerated Math, and then again
approximately 3 ½ months following the implementation of the program. Gaeddert also
implemented a 6 question survey to students and parents to obtain perceptions regarding their
experiences in math Responses were weighted with 4 response levels, 4 being strongly agree, 3
agree, 2 disagree and 1 for strongly disagree before Accelerated Math was implemented and 3 ½
months later.. Major changes between pre and post surveys were analyzed. Gaeddert’s findings
showed achievement scores up in all categories for both intervention and control groups except
for the algebra control group. However there was a significant difference in gains for the
intervention groups over the control groups in each category, and a very significant gain over the
algebra control group. Responses to parent and student surveys also showed significant
increases in students in the intervention groups regarding perception of how much math was
learned. Students in intervention groups showed a greater increase in feelings of learning more
math and feelings that the pacing of the class was appropriate for them. Parents reported greater
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feelings of their students showing greater motivation and success in math even when they
reported a perceived decrease in amount of time spent on homework. Her overall findings
indicated that Accelerated Math does improve student achievement in mathematics and students’
perception about math with a caveat that only one high school was studied and further research
should take place.\
I found these studies intriguing because Benicia High School is currently piloting several
courses using the Renaissance Learning software with Accelerated Math. One teacher used it
last year and found it to be a successful intervention for students performing below grade level
and below the skill level needed for success in algebra. This year we have 4 classes with 3
teachers implementing Accelerated Math for students performing below grade level. Data is not
yet available for the success of these programs as they are still too young to determine a gain in
achievement. The studies I chose here were to show a comparison of how research can be
interpreted differently when a certain set of criteria is applied, such as the criteria applied by the
WWC. However, the fact that all groups found positive correlations to the use of Accelerated
Math is encouraging and should not be discounted when considering the intense pressure
experienced by math teachers to provide curriculum and instruction that provides improved
success in state testing. Though it is important to look at the viability of sound research, I also
question the motives of the WWC as all the studies they looked at they deemed unreliable with
no significant achievement gains when the researchers reported significant improvement. As any
research can be biased when a researcher is hoping for a certain outcome, it would be prudent to
continue asking questions about classes that are studied such as the method of research used, the
ethics of the study, the academic records of students in class, the years experience of the
teachers, the qualifications of the teachers, the level of motivation among the students, the level
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of parental involvement, socioeconomic status, ethnic associations, etc., as well as the motivation
of the researcher(s). It is also important to not jump to conclusions without referring to a solid
base of research and case studies. Even though the WWC disagreed with the results of the 3
studies as reported by their respective researchers, I wouldn’t discount their findings completely
until I was able to determine what biases may have occurred and explored additional research
involving Accelerated Math. For now, Accelerated Math seems to have some promising
qualities which are worth investigating into further.
Does Accelerated Math
References
Accelerated Math. What Works Clearinghouse intervention report. (2008, September 1). What
Works Clearinghouse, pp. 1-16.
Gaeddert, T. J. (2001). Using accelerated math to enhance student achievement in high school
mathematics. Unpublished doctoral dissertation, Friends University (pp. 1-97).
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