Scientific research consistently demonstrates that this Math program, when implemented with classroom-proven best practices, enables teachers to target instruction and math growth for students of all ability levels while saving time and reducing paperwork.



Differentiating Math Instruction: A Large Scale Study of AC Math
Ysseldyke, J. & S. Tardrew, 2002.
-Results from this study, including 2,202 students in 125 classrooms across 24 states, provide a powerful testament to the ability of curriculum-based instructional management systems to deliver accelerated student gain. AC Math students gained significantly more on ST Math scaled score and Normal Curve Equivalent than their matched controls.

Use of an Instructional Management System To Improve
Mathematics Skills for Students in Title I Programs
Ysseldyke, J.E., T. Thill, & E. Hannigan.



- A curriculum-based instructional management system was used to enhance the mathematics instruction of third- through sixth-grade Title I and non-Title I students. Results were also compared to improvements in math achievement for Title I students who were and were not participants in this curriculum enhancement. Title I students who participated in the instructional management system significantly outperformed those who did not.

The Use of AC Math in an Urban Title I Elementary School
Sadusky, L.A., & S.K. Brem.



-A first-year implementation of AC Math in grades three through five during the 2001-2002 school years was examined at a K-6 urban elementary school. The researchers found that teachers were able to quickly integrate AC Math into their classrooms and immediately begin using data to drive instructional decisions and implement individualized math instruction.