Reveal Mathematics and Math Performance in Florida

The McGraw Hill Mathematics team requested an analysis of math performance as assessed by the Florida Algebra 1 and Geometry End of Course (EOC) assessments aligned to Florida’s Benchmarks for Excellent Student Thinking (B.E.S.T) standards. State test results were retrieved from the Florida state website for school years 2022-2023, 2023-2024, and 2024-2025 and were merged with McGraw Hill internal data to identify districts using Reveal Mathematics (RM). Those districts were compared with other Florida districts with other math curricula. Coarsened Exact Matching was used to match RM districts with similar non-RM districts based on percentage of students receiving Free or Reduced Lunch, students receiving Special Education Services, and Students with Disabilities. The percentage of students achieving a 3 (“On Grade Level”) or higher on the Algebra and Geometry EOC assessments was compared between RM districts and districts that had no RM usage. We also compared whether the percentage of students at a 3 or above increased from 2022-2023 to 2024- 2025. Data were analyzed at the district level, with grades 9–12 included in the analyses. In total, we included 67 Florida districts. During the 2022-2023 school year, no districts used the Florida RM program. In 2023-2024 and 2024-2025, there were 20 districts with high school RM use. Districts without available scores were not included in the analyses. Statistically significant differences in percentage of students achieving a 3 or above emerged in 2023- 2024 and 2024-2025, with RM districts exhibiting a higher percentage of students at a 3 or above in the Geometry EOC. Similar findings emerged for the Algebra 1 EOC, with more students in RM districts achieving a 3 or higher in 2024-2025. For all significant differences, the effect sizes were small to medium.

After controlling for demographic variables, Florida high school districts who used the RM curriculum in 2023-2024 and 2024-2025 saw a higher rate of students achieving a 3 or higher on the Algebra 1 and Geometry EOC exam compared with non-RM districts. RM districts also saw an increase over two years in students achieving a 3 or higher in the Geometry EOC exam. The extent of usage of RM in districts is unknown; therefore, we cannot rule out the influence of other factors that contributed to the differences reported.