Evidence Based

HELP Math has been extensively field-tested and evaluated since the project’s onset six years ago.

Phase 1: Pilot Study

In the initial pilot, HELP Math Numbers Make Sense lessons were tested by independent researcher Dr. Zung Tran with funding from the Colorado Department of Education. The tests used a randomized pre-post, two-group (treatment, control) design. The results of the evaluation (white paper available) clearly demonstrate that HELP is an effective tool in increasing ELLs’ math ability.

Research shows that students’ quick mastery of the program contributes to increased self-esteem and an increase in perceived ability to learn math. Teachers observed that HELP Math lessons captured their students’ attention (students stay on task for about 30 minutes per sitting). Teachers also liked that the program was easy to use and believed that it can increase their ability to provide individualized instruction to their students.

Help Math showed gains of more than 70% for 6th & 7th graders on standards-aligned tests

Click here for complete HELP Evaluation White Paper.

Phase 2: Full Study

The HELP Math program was awarded a large multi-year U.S. Department of Education grant to further research and develop the program. Research independently conducted by the University of Colorado used an experimental model involving approximately 1,000 students across six states: Texas, California, New York, Oregon, Illinois, and Colorado.

The research showed significant increases in ELL student achievement. Students targeted by HELP at language level 1 (least proficient in English) and level 2 (limited English proficient) demonstrated higher math scores on standards-aligned pre-post tests using HELP than students in the comparison group. AYP math scores for ELLs rose in all participating research schools on average by 18%. Student achievement on the end-of-modules quizzes is high (in some cases in excess of 300%) and teacher feedback on the program and training (from surveys and focus groups) is extremely positive, confirming the findings of the initial research.

Research teachers and administrators cite these primary benefits:

  • Students are frequently “glued to the computer & don’t want to leave at the end of class.”
  • Computer-based sheltered instruction promotes consistent delivery of math content.
  • The teacher does not need to be a qualified math teacher or SIOP trained.
  • A non-threatening environment where ELLs feel “safe emotionally to practice & learn.”

Click here for complete US. Department of Education Research Study White Paper