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

The study evaluates the change in student growth scores in a suburban school district in western Michigan after one year of use of McGraw Hill’s Reveal Math curriculum. The program was implemented during the 2021-2022 school year, and the study compares pre-implementation (2020-2021) and post-implementation growth scores using MAP math assessments. The district serves fewer than 2,000 students across kindergarten through fifth grade.  

The methodology involved mixed analysis of variance (ANOVA) tests to assess differences in growth scores between the two years and descriptive statistics to compare scores with NWEA normative data. Subgroup analyses were conducted for race/ethnicity, gender, English language learner (ELL) status, special education services, and eligibility for free or reduced-price lunch.  

Results showed statistically significant improvements in growth scores for first and second grade students post-implementation, with effect sizes of 0.157 and 0.016, respectively. Growth scores for kindergarten and grades 3-5 were statistically similar across the two years. Growth scores exceeded normative data for all grades except first grade (baseline year) and fourth grade (implementation year). ELL students and students receiving special education services consistently outperformed normative data, with some subgroups achieving growth equivalent to more than nine months of learning.  

Limitations include reliance on district-provided data, potential biases due to student mobility, and the influence of concurrent initiatives and COVID-19 disruptions. Future research could explore longitudinal impacts of the curriculum.