Research Basis for Catchup Math

Rigorous research has identified the factors influencing student achievement in secondary mathematics. Results consistently confirm that (1) differentiated instructional software raises student scores for underachieving students, (2) multi-modal presentation of lesson material enhances learning, and (3) providing worked-out solutions develops problem solving skills. Below are some of the most relevant findings that pertain to Catchup Math. For additional research reports, see our Math Educators page.

Online Mathematics Computer-Aided Instruction products can be a significant component of a school or college review and remediation program.
Berniker, et al, (2010) The California Mathematics Council Communicator, Vol. 35, No. 1.
Guiding the student through sample problems that have been worked out is more effective than simply assigning problems to work on their own, and transfers better to test performance.
Carroll, W.M. (1994). Using worked examples as an instructional support in the algebra classroom. Journal of Educational Psychology. V86, n3, 360-367.
Eighth-graders who take an online Algebra I course score higher on end-of-year algebra assessments than other students who take the standard instructor-led math program offered by their schools and are twice as likely to follow an advanced course sequence in high school as their peers.
Access to Algebra I: The Effects of Online Mathematics for Grade 8 Students (2011), Regional Educational Laboratory Northeast and Islands, Institute of Education Sciences
Instructional software is proven to improve learning.
U.S. Department of Education (2008). Foundations for Success: The final report of the National Mathematics Advisory Panel.
Use of Multi-media to provide alternate forms of representation improves effectiveness and addition of graphs, diagrams, conceptual activities, and video lessons reduces students' cognitive load.  
Mayer, R.E. (1997). Multi-media learning: Are we asking the right questions? Educational Psychologist. 32(1), 1-19.
Technology-infused interventions . . .  were the top model predictor of improved high stakes test scores, dropout rate reduction and improved discipline.
Greaves et al (2010). Project Red Key Findings, ISTE Presentation.
A test-reteach-retest model that targets and remediates individual skill weaknesses dramatically accelerates learning in classroom use.
Bloom, B.S. (1984). The 2 sigma problem: the search for methods of group instruction as effective as one-to-one tutoring. Educational Researcher, 13 (6), 4-16.
More than 60 percent of the 40,000 first-time freshmen admitted to the California State University require remedial education in English, mathematics or both.
Early Assessment Program (2010). California State board of Education and California State University.