A study was conducted to determine the impact of Algebra Nation on students who had previously failed the Florida Algebra 1 End-of-Course Exam in Spring 2015. A sample of 8,746 students who re-took the Algebra 1 exam in the 2015-2016 school year were analyzed and categorized based on usage frequency. Path analyses and logistic regressions were used to evaluate relationships between Algebra Nation usage indicators and Algebra scores, controlling for number of absences, free/reduced lunch eligibility, Hispanic/Latino origin, race, and gender. The results indicate that higher levels of logins, video views, and practice questions answered were related to higher scores when the students re-took the exam. Students who utilized Algebra Nation at least 30 times over the school year demonstrated an improvement in scores, including students who are typically most at risk for failure. Regarding students who historically struggle in End-of-Course Exams, the results indicate that struggling students with higher usage of Algebra Nation scored better on the exam than did comparable students with less usage.
Leite, W. L. , Cetin-Berber, D. D., Huggins-Manley, A. C., Collier, Z. K., & Beal, C. R. (2019). The relationship between Algebra Nation usage and high-stakes test performance for struggling students. Journal of Computer Assisted Learning, 35(5). doi: 10.1111/jcal.12360
An analysis of school-level Algebra Nation usage and student achievement in Algebra data was conducted to determine what differences exist in student performance between low-using and high-using schools in Florida during the 2014-2015 school year. Usage data from the Algebra Nation platform compared with Florida Algebra 1 End-of-Course Exam passing rates from Spring 2015 test administration showed that high-using schools had an average Algebra 1 End-of-Course exam pass rate of 83%, a 20-point higher average than low-using schools’ rate of 63%.
Collier, Z. & Leite, W. (2017). A comparison of three-step approaches for auxiliary variables in latent class and latent profile analysis, structural equation modeling. A Multidisciplinary Journal, 24(6), 819-830. doi: 10.1080/10705511.2017.1365304
An analysis was performed for Title 1 schools in Florida using 2017- 2018 Algebra Nation usage and Algebra 1 End-of-Course Exam performance data to investigate whether Algebra Nation usage presents a similar effect on the passing rate for the Algebra 1 End-Of-Course Exam. The average passing rates for low usage users was 60.93 and 77.01 for high usage users. Thus, Title 1 schools frequently utilizing the Algebra Nation platform had proficiency rates 17 percentage points higher than low-usage Title 1 schools.
Students in key demographics who used Math Nation in schools and summer programs have increased their pass rates dramatically.
Qiu, Y. (2019). The effect of Algebra Nation usage on Title 1 school passing rates for the Florida Standards Assessment Algebra 1 EOC. Lastinger Center for Teaching and Learning, University of Florida, Gainesville, FL.
An analysis of school-level Algebra Nation usage and student achievement in Algebra was conducted to determine what differences exist in student performance between low-usage and high-usage schools in Florida. Usage data from the Algebra Nation platform was analyzed for the 2017-2018 school year and compared to Florida Algebra 1 End-of-Course Exam passing rates from the Spring 2018 test administration. Schools identified as high-usage had a significantly higher mean passing rate comparing to low-usage schools. The average passing rates for low-usage schools was 59.06 and 85.70 for high-usage schools. Schools that used Algebra Nation frequently had a 26.6-point higher average End-of-Course Exam pass rate compared with schools identified as infrequent users.
Qiu, Y. (2018). Summary of analysis of Algebra Nation usage and Florida Algebra 1 EOC. Lastinger Center for Teaching and Learning, University of Florida, Gainesville, FL.
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