Is eMath Working?
The definitive answer to this question is yet to be answered. Ultimately that determination will need to be
statistical, based on standardized test data, graduation rates, and post-secondary tracking. Given that this is designed
as a two-year intervention course and it has just finished its first year, that is yet to be documented. However, in the
recent Minnesota GRAD test results, 10 of the 38 eMath juniors who took the test passed. Remembering that all of these
kids were considered to be "at risk", this is clearly a good sign.
There is "unofficial" statistical data as well as anecdotal indicators that suggest that this model is effectively
increasing the achievement levels AND improving the classroom behaviors of the participants. Attendance is up and tardies are
down for kids in these classes. Disruptive behavior in almost non-existent. Much
of this is due to the "Merit" component of the grading system. Kids understand that attendance, promptness, and
disruptive behavior directly impact their grade and that this is one component of the grade that they feel they can control.
There have been numerous day-to-day indicators as well. Kids saying things, to no one in particular, like "I think I am
starting to get this "math" stuff" and "I remember doing this in middle school and I get it now." And, of course, there
has been a much higher-than-normal number of "success stories"-kids that have clearly grown into effective learners that were
not so early in the year.