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With a strong research foundation and instructional approach, Vmath Third Edition is an effective intervention program that has been validated to help struggling students in grades 2–8 get on grade-level and close the achievement gap.
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Explicit Instruction and Conceptual Development:
Problem Solving and Communication
Vmath is strongly rooted in research and has been independently validated in school districts around the country. A study from a Three-Year Cohort (2009-2012) with students in grades 2-8 in 262 school districts from 42 schools shows that students
enrolled in Vmath increased their overall proficiency as measured by the Progress Assessments. The Progress Assessments indicate students’ optimal learning range and monitor progress toward grade-level goals. The Progress Assessments
yield a Quantile score based on the Quantile Framework® for Mathematics.
“The TAKS mathematics test scores from 2009 were compared with TAKS mathematics scores from 2010. The findings showed a statistically significant difference on the achievement in mathematics between the treatment and control groups. The study concluded that students considered at risk of academic failure in mathematics improved on the TAKS test with remediation and support from Vmath.” —Harris, T. D. (2011). An integrated learning system: Impact on at-risk students’ ninth grade TAKS mathematics achievement (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3483143)
“During the 2007–08 school year, 23 percent (93 out of 401 students) in grades 6–8 received Vmath instruction [at Cascade Middle School in Oregon]. On the Oregon Assessment of Knowledge and Skills (OAKS), 52 percent of the Vmath students passed the math portion of the test with a Meets or Exceeds status. During 2008–2009 school year, 34 percent (133 out of 392 students) in grades 6–8 received Vmath instruction. On the OAKS, 60 percent of the Vmath students passed the math portion of the test.” —Macpherson, J. R. (with Martz, G., & Deforest, D.) (2009). Math intervention at Cascade Middle School. Dallas, TX: Voyager Learning.
“On the 2006 Oklahoma Core Curriculum Tests (OCCT), prior to implementing Vmath, third grade students receiving special education services passed at a rate of 48 percent (10 out of 21 students). On the 2007 OCCT, after implementing Vmath, fourth grade students passed at a rate of 69 percent (15 out of 22 students).”
—Peyton, J. A., & Macpherson, J. R. (2008). Students receiving special education services succeed on OCCT after using Vmath math intervention. Dallas, TX: Voyager Learning.
Students and teachers in Alamance-Burlington Schools in North Carolina have embraced Vmath. Students experienced significant growth after their first year of using the program, seeing an average quantile gain of 318Q (1.5 to 2.5 times the typical growth).
“I see them actually learning and they are actually applying it and remembering it. They are liking math now. They feel like they can do it.”
—Melanie Newton, Teacher, Alexander Wilson Elementary, Alamance-Burlington Schools, NC
“Using Vmath, we have the potential of students exiting EC services because they are making such great growth in their math goals.”
—Jennifer Enter, EC Program Specialist, Alexander Wilson Elementary, Alamance-Burlington Schools, NC