At a glance
- Program: Math 180®
- Subjects: Intervention Curriculum, Math Intervention Programs, Math
- Report Type: Efficacy Study
- Grade Level: Middle, High
- Region: Multiple Regions
- Population: Free or Reduced-Price Lunch, English Learners, Students with Disabilities, Students with Specific Learning Disabilities
- Race/Ethnicity: Asian, Black, Hispanic, Other, White, Multiracial, Native American, Native Hawaiian
- District Urbanicity: Multiple Urbanicities
- District Size: Multiple
This study examines the relationship between implementation fidelity and achievement growth among students using Math 180 by analyzing key indicators of program usage. Six implementation metrics; rostering, days of use, average minutes per session, topics completed, administration of the embedded NWEA® MAP® Growth™ assessment, and professional services engagement, were categorized into five usage levels from minimum to exceptional. Achievement growth was defined as the change in NWEA® MAP® Growth™ RIT scores from fall to spring and contextualized against national median expected growth benchmarks adjusted for starting achievement, grade level and time in between administrations. Results from a national sample of 15,892 Math 180 students indicate that while all metrics contribute to effective implementation, the number of topics completed is the strongest predictor of achievement growth. Metrics related to time and frequency of use were highly correlated with topics completed and function as critical supports that enable meaningful program progress. Additional supports, including assessment use and professional services, further strengthen conditions for successful implementation. Findings suggest that students may demonstrate modest growth with minimal program completion; however, higher levels of program completion are associated with progressively greater achievement gains, which are necessary for closing gaps toward grade‑level performance.