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California Students Using Imagine Math 3-8 Scored Higher on SBAC Mathematics Assessment

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Study Finds Correlation Between Number of Imagine Math Lessons Passed and Increased Achievement on SBAC Assessment
Student using Imagine Math

Background: Imagine Math 3-8 in California

Following the conclusion of the first semester of the 2018-2019 school year, a school district in California using Imagine Math shared interim Smarter Balanced Assessment Consortium (SBAC) Mathematics assessment data to analyze the impact of the Imagine Math program on student achievement.

In total, data for 262 fifth-grade students was examined. Over eighty-percent of the students were Hispanic and nearly twenty-five percent were English language learners (ELs).

Results: Passing Imagine Math 3-8 Lessons Leads to Growth on SBAC Assessment

Figure 1 depicts the association between the number of lessons students passed in the Imagine Math 3-8 program and their subsequent performance on the SBAC Mathematics assessment. Specifically, the figure demonstrates that as students pass more Imagine Math 3-8 lessons, they tend to achieve better scaled scores on the SBAC Mathematics assessment. On average, for every lesson a student passed, they achieved a score that was 1.8 points higher—a statistically significant finding.

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Conclusion: Imagine Math 3-8 Helps Students Achieve

The results of this study support the role of Imagine Math 3-8 as a supplementary tool for the development of mathematics achievement.

Students who used the program in the California school district in the first half of the 2018-2019 school year experienced consistent improvements in math ability as demonstrated by performance on the SBAC Mathematics assessment.

Given these findings, students who use Imagine Math 3-8 with fidelity should expect similar results.

For more research on how Imagine Math 3-8 helps students across the country learn math, visit our Imagine Math 3-8 research page.

Learn more about how Imagine Math 3-8 can help your students learn and achieve with math.


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