Data Analysis and Evaluation of the McGraw-Hill’s Reveal Math Program, Arkansas

The study evaluates the impact of McGraw Hill’s Reveal Math curriculum on student growth in mathematics for grades 7–12 in a public school district located in Central Arkansas. The district serves over 10,000 students. The research analyzed MAP assessment data across two years of implementation (2020-2021 and 2021-2022) during the COVID-19 pandemic. The methodology included descriptive longitudinal analysis and mixed analysis of variance (ANOVA) tests to compare fall-to-spring growth scores and Year 1 versus Year 2 growth. Subgroup analyses by race/ethnicity and gender were conducted, excluding groups with fewer than 10 students for ethical considerations.  

Outcomes examined included MAP benchmark assessments administered three times annually. Year 2 growth was consistently higher than Year 1 across all grade levels, with statistically significant results (p < .001). Effect sizes ranged from small to medium (partial eta-squared values: .011 to .030). Tenth-grade Hispanic students demonstrated exceptional growth, equivalent to over two years of learning in Year 2. Despite lower fall scores in Year 2, students achieved greater growth overall, suggesting improved implementation fidelity and adaptation to the curriculum.  

Limitations include reliance on district-provided data, potential impacts of student mobility, and confounding factors such as other academic initiatives and pandemic-related disruptions. The study highlights the challenges of remote learning during COVID-19 and its influence on academic achievement.