Efficacy Study of ALEKS Adventure in a Pennsylvania School District 2

In this descriptive mixed-methods study, researchers examined the impacts of McGraw Hill’s ALEKS Adventure program on Grades 1–2 student math achievement in a Pennsylvania school district. The primary focus of this report was ALEKS Adventure’s impacts on NWEA Measures of Academic Progress (MAP) math scores, as well as teacher perceptions of the ALEKS Adventure program. Beginning-of-year (BOY) to end-of-year (EOY) MAP math score gains were examined as the primary quantitative analyses, with gains also analyzed by subgroup. BOY to EOY MAP math gains in 2024-25 were also compared to those in the pre-program year, 2023-24. In addition, researchers examined associations between student-level digital ALEKS Adventure usage data and MAP math scores. The analytic sample consisted of 200 Grades 1–2 students from one elementary school in a Pennsylvania school district. In addition, the interview sample consisted of seven Grades 1–2 teachers that used ALEKS Adventure in the 2024-25 school year. McGraw Hill provided student-level digital usage data, including metrics such as total program time, course progress, and counts of skills learned. The teacher interview protocol captured teachers’ perceptions of ALEKS Adventure. 

Descriptive analyses showed that students averaged nearly 21-point gains on MAP math scores from BOY to EOY of the 2024-25 school year. Further, MAP math gains in 2024-25 were significantly larger (3.6 points) than those in 2023-24, before ALEKS Adventure was implemented in the district. Students averaged nearly 26 hours of total program usage time across the 2024-25 school year, with Grade 1 students averaging nearly 5 hours more of usage than Grade 2 students. Additionally, measures of course progress and topics learned were significantly positively associated with EOY MAP math scores. Teachers reported that program use enhanced student confidence and engagement in math. Teachers observed that students felt proud of their accomplishments and were motivated to tackle advanced concepts, with many preferring the program over other resources due to its engaging, game-like design. Teachers described ALEKS Adventure as effectively accommodating a wide range of student abilities, allowing for differentiated instruction where students could learn at their own pace. Teachers appreciated the program’s reinforcement of classroom instruction through its alignment with daily lessons.