Students Make Significant Quantile Gains
and Close the Achievement Gap

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.

Vmath’s instructional support develops confident, independent math learners.

Vmath Student

Explicit Instruction and Conceptual Development:

  • Modeling and examples for problem solving
  • Step-by-step instructions
  • Reinforcement of core math instruction
  • Concepts built by teachers for each day’s singular objective

Problem Solving and Communication

  • Students talk through the decisions they make and steps they take
  • Students are provided an opportunity to “show what they know”
  • Students communicate the day's lesson and apply those skills appropriately

Proven Results

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.

Vmath Quantile Gains

Studies Show Students Excel with Vmath Interventions

SIGNIFICANT DIFFERENCE in at-risk student scores

“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)

STUDENTS MEET OR EXCEED Standards on State Assessment

“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.

SPECIAL EDUCATION STUDENTS EXCEL after program implementation

“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.

After great results with a four-school pilot project, Alamance-Burlington Schools, NC, implemented Vmath district-wide in 20 schools

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