Data Analysis and Evaluation of McGraw Hill’s Reveal Math Program

The study evaluates the impact of McGraw Hill’s Reveal Math curriculum on student performance in a Wisconsin public school district serving fewer than 5,000 students near a larger city. The study includes students in grades K–5 during the 2018-2019 and 2020-2021 academic years. The district is described as academically strong, with students performing above national norms during the COVID-19 pandemic.

The methodology relies on descriptive statistics to analyze fall-to-spring growth using Northwest Evaluation Association (NWEA) Measures of Academic Progress (MAP) assessments. Subgroup analyses include race/ethnicity, gender, English language learner (ELL) status, special education services, and eligibility for free or reduced-price lunch (FRL). Statistical methods include comparisons to normative data and calculations of months of learning based on observed growth. Limitations include reliance on district-provided data, student mobility, and the concurrent implementation of other educational initiatives.

Key findings indicate that fall-to-spring growth exceeded normative data for both academic years, including during the pandemic. Students receiving FRL and special education services outperformed normative growth in all grades except fourth. Fourth-grade students performed better in 2020-2021 compared to 2018-2019. Kindergarten through fifth-grade students demonstrated positive growth, with effect sizes generally exceeding one standard deviation above normative data for most subgroups. Statistical significance is referenced generally, with outcomes presented in terms of months of learning.