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MathXL for School and MyMathLabPreparing your students for the challenges ahead

TABLE OF CONTENTS

Introduction ........................................................................................................................................................1

The Bridge to College Readiness ....................................................................................................................2

Making a Positive Difference ............................................................................................................................4The Louisiana State University College Readiness and Dual Credit ProgramBroadmoor High School MyMathLabNortheast High School MyMathLabTara High School MyMathLabWoodlawn High School MyMathLab

Fans across the Nation ..................................................................................................................................10Campbellsville High School MathXL for SchoolThe Dunham School MyMathLabHoward High School MathXL for SchoolRiverside High School MathXL for SchoolSt. John Vianney High School MathXL for School

Sustained Success over Time ........................................................................................................................14Sherwood Middle School MathXL for School

Conclusion ........................................................................................................................................................16

Top Honors from Industry Experts ............................................................................................................17

MathXL for School and MyMathLab: Preparing Your Students for the Challenges AheadBy Michelle D. Speckler

©2011 PearsonMathXL for School and MyMathLab are registered trademarks of Pearson.

“We’re using MathXL forSchool in our Algebra IIcourse and for the first timeexperienced a 100 percentsuccess rate—every studentpassed. A behind-the-sceneslook at one student whopretested on a topic at37 percent showed thathe scored in the high 80safter spending only six hoursin the program.”

—Beth GaunceInstructional Supervisor

Kentucky Virtual High School

Lack of adequate preparedness for higher educationhas serious lifelong consequences for both studentsand their families.

• Students who take remedial courses in collegetake more time to complete their degrees,thereby increasing their total college costsand decreasing their odds of graduating at all.

• Students who graduate high school unpreparedfor college are more likely to face unemployment.

• Students who are not college-ready earn lessover their lifetime.

Being college ready is about more than just beingaccepted into college. Rather, college readiness refersto how well a student performs in college, specifically,to whether or not a student is capable of initially passingcollege-level math and English classes and ultimatelyobtaining a college degree.

Recent college graduation rates indicate that collegereadiness is one of our nation’s most daunting issues:less than a third of all U.S. eighth graders achieve collegereadiness—a college graduation rate of 29 percent. Athird of students who attend two-year colleges gradu-ate within three years; only 56 percent of students whoattend four-year institutions graduate within six years.

Competency in college-level mathematics is perhaps thestrongest benchmark of college readiness. “Algebra is a

demonstrable gateway to later achievement,” wrote theNational Mathematics Advisory Panel1. “Students whocomplete Algebra II are more than twice as likely tograduate from college compared to students with lessmathematical preparation.” Similarly, another study2

found that high school students who take higher-levelmath courses are more likely to achieve a higher collegeGPA, stay in school at the same institution, andcomplete a bachelor’s degree than those who do not.

The benefits of math competency are especiallyprofound for minority students. A U.S. Departmentof Higher Education study3 estimates that African-American students who complete a curriculum thatincludes a mathematics course beyond Algebra II canincrease their bachelor’s degree attainment rate from45 to 73 percent, and that Hispanic students canimprove their attainment rate from 61 to 79 percent.

Fortunately, our nation’s overall lack of college readinessis reversible—approaches that properly prepare studentsfor college success are available, are in use, and showsignificant improvements across a variety of metrics.

Solutions that show the most progress focus on person-alization to engage students in active learning and toenhance and inform assessment. These technology-based instructional supplements and courseware, suchas Pearson’s MathXL for School and MyMathLab, activelyengage students in learning, provide immediate feed-

back and tutorial assistance, and have demonstrable andpositive effects on student gains.

Self-paced learning programs also benefit teachers. Byoffering a wide range of automatically graded home-work assignments and customizable tutorial and assess-ment tools, they make it easier for teachers to managecourses and meet the learning needs of multiple levelsof learners, as well as monitor progress against standards.

In the following pages we’ll show how Pearson’s MathXLfor School and MyMathLab are appropriately challengingmiddle grade and high school mathematics students—those who need more help, as well as those seekingto work ahead—and thereby helping to prepare thesestudents for lifelong academic and learning success.

1 Final Report of the National Mathematics Advisory Panel (U.S.Department of Education, 2008).2 What We Know about College Success (ACT, Inc., 2008).3 Clifford Adelman, “The Toolbox Revisited: Paths to DegreeCompletion from High School through College” (U.S. Departmentof Education, 2006).

www.pearsonschool.com • 1

INTRODUCTION

Whether students’ aspirations areto pursue professional or careereducation, the level of their mathskills will play a significant role intheir level of attainment.

MathXL for School and MyMathLab are powerful onlinetutorial, homework, and assessment programs that areaccessible anywhere with Web access and adaptable toeach student’s learning style. Via customizable, time-saving tools, such as personalized homework and auto-mated grading, these programs enable teachers to meetall their students’ needs: intervention and remediationfor struggling students, extra practice for those on-level,and challenging assignments for advanced students.

MathXL for School is designed to supplement instruc-tion, whereas MyMathLab delivers instruction via eText,multimedia videos, and more. Both products include:

• Immediate feedback and multimedia hints

• Ready-made, customizable, and automaticalllygraded assignments, quizzes, and tests

• Personalized practice and study plans

• Step-by-step, guided instructional videos

• 24/7 support from interactive learning aids

� MathXL for School Works BothIn and Out of the ClassroomSelf-Paced Content Refresher Courses for TeachersMathXL for School refresher modules help teachersquickly brush up on math skills from arithmetic throughprecalculus. Certificates of completion are availablefor continuing ed or professional development credit.

Summer Math Camp CoursesDesigned to be completed within six weeks, MathXLfor School Summer Math Camp courses help yourstudents quickly get up to speed.

� MyMathLab Digital Resources BenefitBoth Students and TeacherseText and Communication ToolsIn addition to extensive online tutorials, MyMathLabcourses provide multimedia resources accessible viaan online eText that is specifically aligned to your text-book, plus the communication tools needed to createa supportive online community, including discussionboard and email features.

2 • www.pearsonschool.com

FOUNDATIONS FOR THE FUTUREMyFoundationsLab is designed to enrich learning, improve outcomes, and prepare students for ongoing success.

Grading homework is very time-consuming,and my students have to wait to get their results.Autograded assignments

I need to keep more data on student results.Comprehensive gradebook with reporting options

I want to personalize learning for all of my students.Personalized homework assignmentsPersonalized study plan

I don’t have a print textbook for my math course.Interactive eText with links to practice exercises,videos, and animations [MyMathLab only]

I need access to PowerPoint slides, answers to exercises,and tips for teaching an online course.Teacher resources [MyMathLab only]

I need to communicate with my students online,outside of class time.Course management tools including discussionboards, collaboration tools, email, and more[MyMathLab only]

My school wants better consistency across math classeswithin a given school year and from year to year.Copy courses and manage groups

My students need to know, while in the context oflearning, if they are answering problems correctly.Interactive tutorial exercises with immediatefeedback

My students benefit from multimedia options whenpresented with new concepts.Multimedia learning aids

My students thrive when they can take advantageof personalized learning and assessments.Study Plan for self-paced learning

For all your needs, Pearson has you covered

THE BRIDGE TO COLLEGE READINESS

Assignments Aligned to Standards[Available for select MathXL for School andMyMathLab courses. Ask your rep for details.]Integrate state standards into the Homework and TestManager and Gradebook to create and assign home-work and assessments directly addressing these stan-dards. Gradebook reporting is available by standards,and data can be exported for administrative purposes.

Challenges for Advanced LearnersMathXL for School and MyMathLab are available forhonors and AP-level classes, including AP* Calculus andAP* Statistics.

Course AssessmentPearson courseware makes assessment easy. Teacherscan create and assign their own or select fromprogram-generated assessements. Results are auto-matically imported into the Gradebook. The ItemAnalysis feature makes it easy to see what studentshave learned and makes final reporting a breeze.

Course Management and Assessmentfor HomeschoolersVia the Study Plan, homeschoolers can access topicscurrently covered in their grade level. Teachers andparents can easily create and assign homework andassessments and access the Gradebook to track studentperformance and adjust lessons as needed.

Full-Year Instructional SupplementAs a supplement to a traditional class, teachers canassign homework exercises, quizzes, and tests forstudents to do outside of class or in a school computerlab. Students can get help and immediate feedback ontheir work; teachers can quickly determine what needsto be covered in class.

Fully Digital Courses [MyMathLab only]Teachers who teach completely online can enhancetheir students’ learning experience via MyMathLab’sinteractive eText, which includes videos and animations.Students can access the features 24/7—wheneverand wherever they are working—and can email theirteacher with questions directly from the program.Student work is autograded and automatically importedinto the Gradebook. And classwide announcementscan be made via the discussion board or by posting itto the course homepage.

Need for DataThe Coordinator feature enables the creation of amaster course to be used throughout a given school/system/district/state. The coordinator of the mastercourse has access to student performance data acrossall sections of the course and can access studentperformance data for all desired learning outcomes.

Practice with Instructor SupervisionStudents work on the computer during class or afterschool with a teacher or tutor. Students who needspecial help get it—while those who can learn moreindependently can practice with more advanced topics.

Remediation/Mastery Learning/Self-Paced ModelContent can be delivered in modules whereby studentsare required to prove mastery of one concept beforemoving on to the next. Students who lack prerequisiteskills can remediate, while those who have masteredthe material can proceed at a faster pace.

Response to Intervention—Tiers I, II, and IIIPearson programs and course supplements offer apersonalized learning experience for all your studentintervention needs. Students can work through assign-ments at their own pace or with teacher direction.Those who fall behind in benchmark skills can gainremedial support through personalized study plans andassignments until mastery is achieved. Programs may beused in a pull-out model or through a dual-track classmodel alongside instruction in a mainstream classroom.

Review for High Stakes TestingTeachers can use the programs’ online question banksor create their own exercises appropriate for high-stakes tests, including end-of-course, final, ITBS, ACT,SAT, and graduation exams. Students can practice athome, during lab time, or before or after school.

TutoringTutors can copy and edit assignments for each student,personalize their learning through the Study Plan andhomework assignments, and track progress throughthe Gradebook.

WHAT’S YOUR GOAL?MathXL for School and MyMathLab are flexible and comprehensive enough to supplement a full range of implementation models.


*AP and Advanced Placement are registered trademarks of the College EntranceExamination Board, which was not involved in the production of, and does notendorse, this report.


MAKING A POSITIVE DIFFERENCE

Committed to improving graduation rates in Louisiana,Phoebe Rouse, Louisiana State University (LSU) pre-calculus mathematics and college readiness programdirector, has spent the past seven years analyzing data—test scores, course grades, and graduation rates—fromLouisiana State University. She discovered that incom-ing freshman who earn an A, B, or C the firsttime they take college algebra have a six-yeargraduation rate of 62 percent. Those whoearn a D, F, or withdrawal from the coursehave a graduation rate of 33 percent—only onein three graduates. “Increasing student success in collegealgebra is the linchpin to increasing college graduationrates,” says Rouse. “Years of data unequivocally showthat lack of preparedness for this key course causesgraduation rates to plummet.”

Her results mirror those reported elsewhere in thenation—according to a 2007 ACT report, of thosestudents graduating from high school having completeda core [college prep] curriculum, only one in four weresuccessful in entry-level college courses—and galvanizedher to take action.

LSU College Readiness and Dual Credit ProgramRouse’s efforts at the high school level were directlyinspired by her experience overseeing LSU’s collegealgebra redesign, which began in 2004. “We had threemain goals for redesign: 1) increase use of technology,

2) reduce costs, and 3) improve student successthrough active learning, repetition, and immediatefeedback,” she says. “Our model alternated studentsworking in class with students working independently,and all work—homework, quizzes, and tests—werecompleted in MyMathLab. It was a huge success. Inaddition to achieving our stated goals, we gainedconsistency and increased quality control—in short,it was a sustainable model. I soon wondered howwe could apply the same model to reach studentsbefore they ended up in developmental math.”

“MyMathLab makes all thedifference.We finally have amechanism to deliver college-level content—within a clearand consistent model—at thehigh school level.”

—Phoebe RouseCollege Readiness Program Director

Louisiana State University

Table 1. Comparison of Average Algebra 1 EOC Scores fromLSU College Readiness Program High Schools (Broadmoor,Northeast, Tara, Woodlawn) before and after Implementationof MyMathLab, 2010–2011

EOC Percent of Students Percent of StudentsScore Range before MyMathLab after MyMathLab

739–800Excellent

1.0 7.0

700–738Good

12.0 25.0

668–699Fair

32.0 43.0

600–667NeedsImprovement

55.0 25.0


By 2006, Rouse had developed the LSU College Readi-ness and Dual Credit Program, a program to bringMyMathLab into regional high schools. A key part ofthe program is teacher training. “The teacher is theglue,” says Rouse. “Each participating teacher learnsabout proven teaching and learning best practices; andhow to leverage MyMathLab’s self-paced learning, inter-active resources, and immediate feedback features toencourage increased engagement and improved learning.”

The WorkshopWorkshops last eight days, during which time teacherslearn to use MyMathLab to redesign course delivery. In

addition, they’re given access to courses developed byLouisiana teachers containing online learning aids andassessments correlated to the LCC GLEs, and have anopportunity to observe LSU math classes, work withstudents in the LSU Math Lab, and network with otherprogram-certified teachers from around the area.

Dual EnrollmentMost of the topics in Lousisana’s Advanced Math courseare covered in LSU’s College Algebra and Trigonometrycourses. Students who meet the Board of Regents EarlyStart Program requirements may dually enroll in highschool Advanced Math and LSU’s College Algebra andTrigonometry courses. Students who earn a course gradeof 70 percent or greater earn college credit transferableto any institution that accepts credit from LSU.

Student GainsOn these and the following pages, you’ll find the resultsreported by four teachers from four different highschools: Broadmoor, Northeast, Tara, and Woodlawn.Each teacher participated in an LSU College Readinesssummer workshop and then implemented MyMathLabinto her classroom during the 2010/11 school year.

Data reported reflects End-of-Course (EOC) examresults from school year 2009/10 (before MyMathLabwas used) and school year 2010/11 (after MyMathLabwas implemented). Scores in the Excellent, Good, andFair ranges indicate a passing grade. From both cumula-tive (pages 4–5) and individual (pages 6–9) perspectives,the results indicate extraordinary improve-ments in learning: an average EOC exam passrate increase of 29 percentage points.*

Pearson’s MyMathLab Makes It Work“We’ve always had underprepared students,” saysRouse. “But without a mechanism to deliver consistent,quality content to the high schools, there was nothingwe could do about it. MyMathLab provides teacherswith a clear model to follow, a tool to get their studentsto practice more, and a way to make a lasting, positivedifference in their students’ lives. Teachers arealready asking permission to take the work-shop a second time—they’re thrilled aboutwhat they learn and the opportunities theycan now offer their students. And so are we.”

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Figure 1. Comparison of Average Algebra 1 EOC Levels fromLSU College Readiness Program High Schools (Broadmoor,Northeast, Tara, Woodlawn) before and after Implementationof MyMathLab, 2010–2011

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Figure 2. Comparison of Average Algebra 1 EOC Pass Ratesfrom LSU College Readiness Program High Schools(Broadmoor, Northeast, Tara, Woodlawn) before and afterImplementation of MyMathLab, 2010–2011

* As recognized by Guillermo Ferreyra, Ph.D., chief, STEM (Science,Technology, Engineering and Math) Goal Office of the LouisianaDepartment of Education.


Broadmoor High SchoolSubmitted by Michelle Johnson

Course StructureJohnson used MyMathLab twice a week during the firstsemester, slightly more during the second semester.During each semester, she assigned 64 homeworkassignments and 15 tests/quizzes representing 20 per-cent of the course grade in the first semester and 45percent of the course grade in the second semester.Those who don’t have computer access at home coulduse one of three computers in the classroom or workat the library. (A delay receiving student access codesmeant a late start using the program the first semester.)

Teacher ExperienceEven before participating in the LSU College ReadinessProgram, Johnson believed in MyMathLab. “I’d seen itin action and was very happy to get it,” she says. “AfterI got over the newness of it, I was able to switch gearsin my teaching so that my lessons and my students’work online in the lab supported each other. It worksbetter for me and is a whole lot better for my students.”

Johnson particularly appreciates the program’s flexibility,its Gradebook features, and the accountability andproblem-solving skills it promotes.

• Flexibility in use and reporting capabilities.“I love that I can scale and adjust class assign-ments per type of student, such as inclusionstudents,” says Johnson. “Plus, I can pull all sortsof reports—per class, per student, per objec-tive—and easily collect the data to justify fundingmore of this kind of teaching.”

• Enables defensible grading. “Because theprogram keeps track of everything from numberof times logged in and time on task to missedassignments and real-time scores, I can confi-dently answer parents who want to know whattheir child is—and isn’t—doing,” says Johnson.

Student ExperienceMyMathLab helps students feel like they have a teacherwith them whenever and wherever they’re doingmath—in the lab, at the library, or at home. “Theprogram supports my students’ learning,” says Johnson.“Because of it, they learn to problem solve, be account-able, and gain confidence and skills that will help themthroughout their academic career.”

Johnson’s students also appreciate the program’sconvenience. “They can do their work at home anytimethat fits their schedule and with the Help Me Solve Thisfeature, help is always available,” she says.

MyMathLab’s immediate feedback offers another plusfor Johnson’s students. “It makes them happy to receivepositive feedback from the program—for many it’s thefirst time they’ve received a score of 100 percent,” saysJohnson. “When they see that they’re capable of sucha score, it’s like they can conquer the world. They gainconfidence faster and with more impact, and it givesthem the edge to keep going. And for those who wantto work ahead, they can.”

Student GainsBecause MyMathLab keeps students interested andengaged, Johnson’s class remains on task longer and doesmore math problems than it would in a traditionally

“It used to be difficultto reach all of my studentsand offer additional attentionto those who were fallingbehind.With MyMathLab,I can do just that.”

—Michelle JohnsonMath Teacher

Broadmoor High School

“My students liked goingto the math lab—they weremotivated to work, theyasked questions, and someeven finished their assign-ments early!”

—Ruby HullMath Teacher

Northeast High School


taught class. “What’s more, because I can offer optionalfree quizzes, my students have the opportunity to selfassess and take responsibility for their learning. Theylearn exactly what they’ve mastered and what they stillneed to work on.

And it works—this year, 82 percent of mystudents passed the EOC exam versus only46 percent who passed last year.” See table 2.

MyMathLab made an even bigger impact on studentsuccess with Johnson’s special education students. “Theywere able to complete additional work in their studyskills class,” says Johnson. “At the end of the semes-ter, more than 55 percent passed the classcompared to only 11 percent in 2010.”

Northeast High SchoolSubmitted by Ruby Hull

Course StructureRuby Hull, math teacher, used MyMathLab in herAlgebra I class to help her students improve their mathskills and practice solving problems on the computer.She assigned four homework assignments for each unit,and students attended the math lab on Tuesdays andThursdays. Work on MyMathLab contributed 10 per-cent to each student’s overall course grade.

Teacher ExperienceMyMathLab streamlined Hull’s time and enabled herto work closely with those students who were havingtrouble. Meanwhile, those who were more comfortablewith their skills and with the computer itself could useAsk the Instructor and the program’s other interactiveteaching and learning resources. “Teaching is all aboutfinding creative ways to motivate students to learn. And,although every student is different, they all respondedto the program’s immediate feedback and 24/7 support.”

Hull particularly appreciated the way that MyMathLabpromoted self-paced, mastery learning. “The programfed my students problems specifically attuned to theirindividual skill levels,” she says. “It then ensured that theydid not move ahead until they were comfortable withthe concept at hand.”

Student ExperienceHull believes that using MyMathLab was good for herstudents. “Everything today—both in the classroom andbeyond it—is more computerized,” says Hull. “Students

need to know how to use computers, how to comfort-ably poke around them and problem solve on theirown, and how to learn in this new way. My students gotbetter the more they used MyMathLab.”

Student GainsFor those students who took the time to read theinstructions and do the problems, MyMathLab helpedthem, and they did well. “Some now appreciate com-puters as a better tool than books,” says Hull. “Whenthey had trouble, the program helped them workthrough it.”

Hull’s 2010–2011 EOC results indicate that MyMathLabhad a positive impact on her students’ learning. Herstudents’ EOC exam pass rates improved 7.2percentage points—from 63.6 percent in 2010to 70.8 percent in 2011. See table 3.

Table 3. Northeast High School Algebra 1 EOC Scores beforeand after Implementation of MyMathLab, 2010–11


739–800Excellent

1.1 13.8

700–738Good

12.5 17.0

668–699Fair

50.0 40.0


36.4 29.2

Table 2. Broadmoor High School Algebra 1 EOC Scores beforeand after Implementation of MyMathLab, 2010–11


739–800Excellent

1.5 6.0

700–738Good

14.0 31.0

668–699Fair

30.5 45.0


54.0 18.0


Tara High SchoolSubmitted by Lisa Hoppenstedt

Course StructureLisa Hoppenstedt, math teacher at Tara High School,used the majority of the homework assignmentsavailable in LSU’s College Readiness Program Algebra Icourse and created seven additional end-of-coursechapter review assignments. Students attended thecomputer lab twice a week. By using lab time to focuson homework assignments, Hoppenstedt offered asmuch exposure to the program as possible to studentswho did not have Internet access at home.

Work completed in MyMathLab contributed 40 to 50percent of each student’s final course grade.

Teacher ExperienceHoppenstedt discovered several benefits to teachingwith MyMathLab.

• More productive learning environment. “Onthe days we spent in the computer lab, studentsarrived to class eager to work—a big changefrom lecture days,” she says. “There was no play-ing around. Students were prepared and focusedon the task ahead.”

• Time savings. “I was able to quickly and easilyhone student assignments for the whole week,”says Hoppenstedt. “The program saved me atleast three hours of grading time. Next year I’mmoving all my quizzes online, too.”

• Increased communication. “The program’sGradebook feature enabled me to immediately

see which students needed help without havingto wait for them to ask,” says Hoppenstedt. “Iwas able to offer them the valuable one-on-onetime they needed before they fell too far behindin skills or in self-confidence.”

Student ExperienceHoppenstedt believes that MyMathLab’s immediatefeedback made a big difference in her students’ learning.“They truly enjoyed working on the computer—it’salmost like playing,” she says. “They received positivefeedback in the moment and in the context of learning.It was really nice to look at the program and see howmuch time the students spent on it. They wouldn’tspend that kind of time on a paper worksheet.”

Hoppenstedt views MyMathLab as a win-win for all herstudents. “Students who use the program practice

more,” she says. “Some of them actually asked for moreproblems—some because they were behind, othersbecause they wanted to work ahead. I used to preparetwo or three assignments ahead, now I need even more!”

Student GainsHoppenstedt’s EOC exam results indicate just howmuch of a tremendous win MyMathLab was for herstudents. Student pass rates skyrocketed from26.4 percent in 2010 to 69.7 percent afterprogram implementation in 2011—an increaseof 43.3 percentage points. See table 4.

Woodlawn High SchoolSubmitted by Stephanie Fike

Course StructureFike’s goal was to stick as close as possible to the LSUCollege Readiness Program model, while following theLouisiana Comprehensive Curriculum (LCC) contentand calendar. Unit 1 was primarily done on paper, butthe rest of the units were completed using MyMathLab.

Fike chose homework assignments from the programthat corresponded with the LCC for those units andused the program’s lesson resources to both introducenew material and as a warm-up to each class period.Students were required to complete the Whole ClassDiscussion problems in class and to work the corre-sponding homework assignments using MyMathLab.

Teacher experience“Teaching with MyMathLab made teaching fun again,”says Fike. “It enabled me to return to the kind of daily,one-on-one interaction with my students that I really

Table 4. Tara High School Algebra 1 EOC Scores before andafter Implementation of MyMathLab, 2010–11


739–800Excellent

0.0 4.5

700–738Good

6.9 25.8

668–699Fair

19.5 39.4


73.6 30.3


enjoy. Most important, I’ve seen a tremendous improve-ment in my students.”

MyMathLab met the full range of Fike’s students’ needs.“Students could access the program at home whetherthey needed remediation or if they simply wanted morepractice,” she says. “And some did just that. I know theywouldn’t have sought more work from a textbook.”

Student ExperienceMyMathLab facilitates many of today’s proven bestpractices. Via interactive features including immediatefeedback, multimedia assessments, and personalizedlearning, Fike’s students gained learning experience thatmeans something both in the classroom and beyond it.

• Increased time on task. “Learning math is aboutrepetition,” says Fike. “Watching someone worka problem doesn’t help. MyMathLab providesstudents with individually tailored problemsto work on their own, which increases theirchances of doing them right come test time.”

• Content relevance. “MyMathLab presentscontent that reflects the importance of mathin their day-to-day lives,” says Fike. “It reinforcesthat learning is beneficial to their futures.”

• Strengthened teacher/student connection.“My students knew that both the program andI were there for them,” says Fike. “They wereon board with what we were there to do eachclass period—no more moans and groans!”

• Enhanced student self-confidence. “Studentswere excited to see that green check mark,” says

Fike. “Some previously had so little success thatthis indication of their ability empowered them.They developed a more positive attitudeabout math, gained confidence in them-selves, and were less likely to give up.”

Student GainsFike was concerned about the EOC tests. “I wonderedif my students were prepared enough,” she says. “Butwhen I saw the results, I was really pleased: 74 per-cent of them passed on their first try—a hugeimprovement over last year’s pass rate of45 percent.” See table 5.

“In addition, the discipline of the students in myMyMathLab class was a lot better than that of my stu-dents who didn’t use the program,” says Fike. “I attrib-ute it to the program’s ability to keep students focused.”

“I had no idea that I workedso late last night! I didn’t evenrealize the time had passed.”

—StudentTara High School

“MyMathLab’s immediatefeedback kept my studentsfocused on the task at hand.Textbooks just left them opento distraction.”

—Stephanie FikeMath Teacher

Woodlawn High School

Table 5. Woodlawn High School Algebra 1 EOC Scores beforeand after Implementation of MyMathLab, 2010–11


739–800Excellent

0.0 0.0

700–738Good

18.0 22.5

668–699Fair

27.0 51.5


55.0 26.0

Campbellsville High SchoolCampbellsville, KentuckySubmitted by Cheryl DickenCourses: All math courses

Product: MathXL for School

Goals: Full-year instructional supplementReview for high-stakes testing

Product UseThe school’s math department uses MathXL for Schoolin every one of its courses, including Algebra I, AlgebraII, Geometry, Advanced Topics, College Algebra, andCollege Trigonometry. MathXL for School is also usedfor standardized test preparation, including the ACTand state-required tests.

Instructor ExperienceCampbellsville teachers enjoy MathXL for School’sflexibility and ease of use. By requiring students to usecorrect mathematical notations and to follow precisedirections, the program places the responsibility forlearning on the students. In addition, instructors are ableto see problem areas for individual students and tailortheir classes to support students who are struggling.

MathXL for School also allows for differentiation byusing pretest assignments and individualized assignments.By determining what areas students need help with themost, instructors can plan their lessons accordingly.

Student ExperienceMathXL for School enables students to ask questionsand continue to learn even when teachers and parentsare unavailable. “We’ve seen students who were notvery motivated in mathematics stick with an assignmentand earn a score of 100 percent,” says Dicken.

Student GainsSteadily increasing ACT scores since the schoolimplemented MathXL for School attests to theprogram’s efficacy. In 2009 ACT scores werebelow the state average, by 2010 scoresreached the state average, and so far thisyear the school has seen a .8 point increaseover 2010 scores.

Standardized state tests also indicate the programworks. In 2009, 25 percent of CampbellsvilleHigh School juniors tested at the Proficientand Distinguished level. In 2010, the percent-age doubled—50 percent of juniors testedat the Proficient and Distinguished level.


FANS ACROSS THE NATION

“We can’t say enough goodthings about MathXL forSchool and what it has donefor our students.”

—Cheryl DickenMath Teacher

Campbellsville High School

Even teachers who don’t officially track student data see significantbenefits—both in terms of programmatic success and in qualitativestudent improvement—with MathXL for School and MyMathLab.

The Dunham SchoolBaton Rouge, LouisianaSubmitted by Beth McInnisCourse: Algebra II

Product: MyMathLab

Goals: Assignments aligned to standardsCourse assessmentFull-year instructional supplement

Course StructureStudents at The Dunham School use MyMathLab everyday—in the classroom during lab days and at homewhen completing assignments. “I assign MyMathLabfor the majority of homework assignments,” says BethMcInnis, math teacher. “And use a hybrid approach forassessments. Students also complete the program’sspiral review exercises and practice tests prior toassessments; personalized assignments are createdbased on objectives not yet mastered. I create assign-ments from the program’s database of exercises,and for presentations, I use the program’s premadePowerPoint slides.”

Work completed in MyMathLab contributes 40 percentof each student’s course grade: homework assignmentscomprise 15 percent, quizzes represent 15 percent, andtests comprise 10 percent.

Teacher ExperienceMyMathLab has transformed the learning environmentin McInnis’s classroom. “The program eliminates theneed to use class time for homework review,” she says.“I’m able to individualize instruction for my students and

to work one-on-one with those students who needextra help or want to work ahead. The Item Analysisfeature enables me to see which concepts studentsneed help on and exactly the amount of time they’respending on their assignments.”

Student Experience“Most of my students love the program’s immediatefeedback and other support features,” says McInnis.“Students who previously didn’t do well inmath are now motivated to work problemsuntil they earn 100 percent. Many admit that inthe past they exerted little effort on homework thatwas not checked, frequently writing down anything at allsimply to complete the assignment and receive credit.”

Today, her students are engaged in learning math, aredoing more math, and as a result, are seeing improve-ments in their grades. “The level of student engagementwith the program is astonishing,” she says. “Studentscollaborate with each other and remain on task. I’veheard students say, ‘I like doing math,’ and one studenttold me that she was up until 1 a.m. working ahead.”

Student GainsStudent surveys completed during the first year ofMyMathLab implementation indicate that studentsbelieve the program helps them to better understandmath concepts. An overall class increase in thenumber of students earning an A, B, or C anda decrease in those earning a D or F supporttheir claims. McInnis plans to track student PLANand ACT scores this year to assess the program’s impacton standardized test scores.


“MyMathLab helps memotivate students, enhancestudent engagement, andincrease the efficiency of myclass time. As a result, I’mable to assign activities thatrequire critical thinking andproblem solving skills. Beforeimplementing the program,all of my class time was spentreviewing homework.”

—Beth McInnisMath Teacher

The Dunham School

Howard High SchoolEllicott City, MarylandSubmitted by John PalumbiCourse: Trigonometry


Goals: Course assessmentFull-year instructional supplementWeekly assessment

Course StructureJohn Palumbi, math teacher, uses MathXL for School toenhance the full breadth of classroom instruction. Heuses it for assigning and tracking pretests and posttests,as well as for in-class assignments, homework, quizzes,and tests. “I also use the program to assess and inte-grate new students, as a source of additional resources,and for easy tracking and assessment of students onhome or hospital leave,” he says.

Students use the program almost daily for homeworkassignments, and weekly for tests and quizzes. Theymost frequently use it outside the classroom—either athome or in the media center after school. A full 100percent of Palumbi’s students’ overall course grade isdetermined by their work in MathXL for School.

Teacher ExperiencePalumbi reports that MathXL for School helps him intwo ways. “First, it provides a platform for students tobecome independent learners in a way that is relevantto them in 2011,” he says. “If students give an incorrect

answer, the program’s immediate feedback enablesthem to catch the mistake and correct their work inthe context of learning. It’s a massive improvement overthe traditional classroom in which students must eitherrefer to the back of the book or wait until the next dayor later to learn how they are doing.”

MathXL for School provides students who are unsurewith a variety of resources at their fingertips, includingHelp Me Solve This, Show Me an Example, videos, andanimations. “This creates independent learners in a waythat has not previously been possible,” says Palumbi.“It plays to their strengths as teenagers, which directlymotivates and enables their success.”

Palumbi also uses MathXL for School for in-class assess-ments. “I can cross reference test questionswith homework assignments and provideinstructor tips in areas where students areconfused or need guidance,” he says. “Whenstudents receive immediate feedback, they oftendiscover that their errors are simple attention-to-detailmistakes more than anything else. What’s more, I letthem take assessments as many times as they want—this both builds their confidence and emphasizes aculture of constant improvement.”

Student ExperiencePalumbi’s students have a positive attitude aboutMathXL for School. “They like that I know theirprogress, that the computer helps them right whenthey need it, and that they can keep improving despitesimple errors,” he says.


“MathXL for Schoolhelps foster a culture ofindependent learning andconstant improvement—outstanding messages tosend to and cultivate inour students.”

—John PalumbiMath Teacher

Howard High School

Riverside High SchoolEllwood City, PennsylvaniaSubmitted by Michael HoustonCourse: AP Calculus


Goals: Extra at-home practiceFull-year instructional supplement

Course StructureMichael Houston, math teacher at Riverside HighSchool, uses MathXL for School as a learning supple-ment, for homework, and to create tests. All of theassignments he uses in his course are premade withinthe MathXL for School program. Work completedusing MathXL for School contributes approximately15 percent to each student’s total course grade.

Teacher ExperienceMathXL for School saves Houston time. “It enablesme to easily provide my students with additional home-work problems, as well as quickly create objective-driven tests,” he says. “Another great feature isthe ability to create a course shell so nextyear I don’t have to reinvent the wheel.”

The program also helps Houston to be a more-effectiveteacher. “Now I can post texts online so students haveaccess to them 24/7 and can provide targeted reviewand remediation.”

St. John Vianney High SchoolKirkwood, MissouriSubmitted by Dennis FlahertyCourses: Algebra II, Trigonometry


Goals: Course assessmentFull-year instructional supplement

Course StructureDennis Flaherty’s students use MathXL for School twoto three times a week—both in the computer lab andin the classroom—for homework and for test prepara-tion. The program’s premade sample assignments helphis students prepare for tests and act as a tool for self-paced, interactive remediation.

Flaherty quickly experienced the value of the programand the connection between required use and increasedsuccess. “When I first started using MathXL forSchool, only 10 percent of the students’ gradewas determined by their work online,” he says.“Today, it is closer to 60 percent.”

Teacher ExperienceMathXL for School helps Flaherty encourage studentsbe more self sufficient. It enables him to provide hands-on help to those students who need help the most, andto point those who simply need a nudge in the rightdirection to the program’s multimedia features, including

Help Me Solve This and View an Example. And becauseMathXL for School automatically grades homeworkassignments, Flaherty can assign more of them, increas-ing his students’ time on task and making homeworka value add.

Student GainsStudents’ test scores have improved sincethey started using MathXL for School. Flahertyattributes the improvement to his students’ engagementin the program and its immediate feedback and remedi-ation features.



Sherwood Middle SchoolBaton Rouge, LouisianaSubmitted by Darlene Ford

BackgroundSherwood Middle School is a magnet school. Anystudent from the parish who has a minimum 2.5 GPAmay apply; selections are made by lottery.

Darlene Ford, math teacher, has been using MathXLfor School in her Algebra 1 class since academic year2008/09. Data collected over the past three yearsindicates that the student success seen from the onset

sustains over time.

Study ImplementationDuring academic year 2008/09, teacher Ford taughttwo of her four sections of Algebra 1 using MathXL forSchool, and two sections using another online learningprogram. A total of 81 students participated in a study.Student demographics in both groups were the same,and students were randomly assigned to groups. Classinstruction—including group activities, peer-instructionassignments, lecture, and homework review—was iden-tical in both sections. Classes met for 90 minutes everyother day, such that during some weeks, students mettwo days a week, and during other weeks, three days aweek. Students worked on in-class computers to beginhomework assignments, which enabled them to sharestrategies and to peer-tutor when necessary.

Students in groups using MathXL for School couldcomplete their homework at school or at home. Thosein groups using the other program completed theirhomework either in class or on a school computerduring a free period.

ImplementationMathXL for School was used both in class and outsideof class for homework and quizzes. For emphasis onthe connection between completing homework assign-ments and scoring well on tests, the overall course pointvalue for homework was valued at just slightly less thanthat for tests. Every MathXL for School assignment wasfollowed by a 5- to 10-question quiz. Additional use ofthe program included optional use of the Study Planand videos. Students were encouraged to practice mathon those days that class did not meet.

Student GainsBoth groups showed significant improvements frompretest scores to posttest scores: from 60.37 percentto 92.62 percent in the group using another learningprogram, and from 65.54 percent to 94.34 percentin the group using MathXL for School. See figure 1.

The possible gain scores from the pretest to theposttest in each group were calculated to measure theamount of learning improvement throughout thecourse. In both groups, a significant amount of improve-ment was found. However, the increase in learning

SUSTAINED SUCCESS OVER TIME

“MathXL for School doesmore than just help studentspractice concepts—it helpsthem build confidence andcritical thinking skills.Theprogram teaches them to payattention to details and tocarefully read the questionsin an online setting.”

—Darlene FordMath Teacher

Sherwood Middle School

gains exhibited by the group using MathXLfor School was larger than the amount ofimprovement in the other group. For the groupusing another learning program there was a gain scoreof 81.22 percent; for the group using MathXL forSchool there was a gain score of 83 percent.

Parish and Statewide ComparisonsAll of Louisiana’s middle school students are required totake a standardized, online mathematics test at the endof the school year. Scores are rated as Excellent, Good,

Fair, and Needs Improvement. A comparison of2009/10 Sherwood Middle School results withthe results of East Baton Rouge parish and thestate shows a significantly higher percent ofSherwood students earning a score of Excel-lent (59 percent) and Good (38 percent)—and0 percent of Sherwood students earningNeeds Improvement. See figure 2.

Unexpected Benefits of MathXL for School“Middle school students are still learning the ropes,”

says Ford. “Not only are they learning their individualcourse materials, but also they’re getting a foundationof solid study habits: how to be responsible, workindependently, effectively manage time, and so on.”Most of the middle school students are not yetequipped to accomplish those tasks without theassistance of tools and procedures.

MathXL for School offers students the structure theyneed to monitor their learning and develop their senseof responsibility—on their own and in their own time.“This aspect alone makes MathXL for Schoolsuperior,” says Ford. “It enables students towork on math homework at the time and inthe place that they’re ready to do so. Studentslearn to be more thorough and more carefuland to think critically, thereby preparingthem for both online testing and their futureacademic careers.”

ConclusionSherwood Middle School administration selectedMathXL for School for all of its Algebra I students.The administration reported that MathXL for Schooloffered more benefits, including accessibility fromhome, accessibility by parents, insights into studentbehavior, and defensible grading.

Ford is confident that MathXL for School is education-ally effective. She reports that for the years prior tousing the program, student scores on standardized testswere lower, frequently at a basic-learning level. Today,scores by students using MathXL for School regularlyindicate learning at mastery and advanced levels.

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Figure 1. Comparison of Algebra 1 Pre- and Posttest Scores forGroups Using Another Learning Program and GroupsUsing MathXL for School


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Figure 2. Comparison of Statewide, Parishwide, and SherwoodMiddle School End-of-Year Exam Results, 2009/10

Both independent reports and those from teachers inthe field make it abundantly clear: students who do notsuccessfully pass Algebra 1 in high school are at increasedrisk of taking more than six years to graduate college ifthey graduate college at all. Teachers know that reachingthese students before it is too late—meaning, in the 8thand 9th grades—is critical.

Pearson’s MathXL for School and MyMathLab answerthis challenge. MathXL for School offers supplementalcourse support, including online homework and assess-ments; MyMathLab offers a fully digital course solution,including eText, multimedia resources for teachers andstudents, and the homework and assessment power ofMathXL for School. As the stories here attest, they bothwork—and work well. Your Pearson representative canhelp you choose the one that’s right for you.

Research indicates that interactive online solutions com-bined with proven best practices wield a consistentlypositive impact on student learning. Pearson productsemploy industry best practices. By combining theseproducts with proven-in-the-field practices, you’ll helpyour students get the most from their learningexperience and prepare for the challenges ahead.

Mastery learning before advancementMastery learning ensures that skills are understood andbuild one upon another, thereby reinforcing previousknowledge and increasing confidence. According to

Ruby Hull at Northeast High School, MyMathLabensured that her students “didn’t move ahead untilthey were comfortable with the concept at hand.”

Personalized, self-paced learningAccording to Hull, MyMathLab fed her students “prob-lems specifically attuned to their individual skill levels.”At Woodlawn High School, the program addressedall of Stephanie Fike’s students’ needs, “whether theyneeded remediation or simply wanted more practice.”

Interactivity and immediate feedbackAt Howard High School, John Palumbi’s students bene-fited from the multimedia learning aids within MathXLfor School. “It plays to their strengths as teenagers, whichdirectly motivates and enables their success,” he says. AtTara High School, Lisa Hoppenstedt’s students receivedpositive feedback in the moment and in the contextof learning. “It was really nice to see how much timethe students spent on [the program],” she says. “Theywouldn’t spend that kind of time on a paper worksheet.”

Communication between students and facultyAt the Dunham School, Beth McInnis individualizedinstruction for her students and worked one-on-onewith those who needed extra help and those whowanted to work ahead. Hoppenstedt could see whichstudents needed help and was able to offer the one-on-one attention they needed before they fell too far behind.

Contribution toward final course gradeDennis Flaherty of St. John Vianney High School wasconvinced early on of the value of MathXL for Schooland of the connection between required use andincreased success. Initially only 10 percent of hisstudents’ grades was determined by their work online,but he quickly raised it to nearly 60 percent. A full100 percent of Palumbi’s students’ course grade wasdetermined by their work in MathXL for School.

Supervised, hands-on learningOne of the most critical aspects of the LSU CollegeReadiness program is that students spend at least60 percent of their class time on MyMathLab. “Thisis the piece that makes all the difference,” says PhoebeRouse, LSU College Readiness Program director.“Students this age require hands-on experience underthe guidance of a teacher.”

“Nothing creates success like success,” says Rouse.“Students who experience success through the use ofMathXL for School and MyMathLab are more preparedto be successful the next year, and the next.” Since 2004,the strategies employed by Rouse and those teacherswho have completed the LSU College Readiness pro-gram have reaped both sustainable success and repeat-able results—and they’ll work for you, too. Contactyour Pearson rep today to start bridging the gap tocollege for your students.


CONCLUSION

MathXL for School Takes Top Honors in 2010 SIIA CODiEAward for Best Mathematics Instructional Solution“With technology, learning can be personalized across the K–20spectrum, taking into account student skills and abilities, learning

styles, comprehension and progress, while making accommodations throughout theinstructional process for both acceleration and remediation,” said Don Kilburn, CEO,Pearson Learning Solutions.

The MathXL for School program is based on the widely adopted MathXL, which iscurrently helping millions of students at colleges and universities around the countrymaster core math skills. With a proven track record of increasing student success ratesat both online and brick-and-mortar schools, MathXL for School features an individual-ized study plan based on pre- and post-assessments that helps students monitor theirown progress, enabling them to see at a glance exactly which topics they need topractice, and linking them directly to tutorial exercises with interactive learning aids.

MyMathLab Algebra I and II Wins 2011 SIIA CODiE Awardfor Best Mathematics Instructional Solution“Pearson’s MyMathLab has delivered proven results to millions ofstudents around the globe via an online environment that offers

a personalized learning experience,” said Bill Barke, CEO of Pearson Arts and Sciences.

MyMathLab Algebra I and II features e-Courses by award-winning author Elayn Martin-Gay. The groundbreaking online math program provides a wealth of learning toolsand resources for students of all levels, including personalized study plans; homework,quizzes and tests with immediate feedback; a fully interactive eText; more than 1,500videos per course; and a Student Organizer for help with note taking and practice.

MyMathLab is used by more than 3 million students at more than 2,000 schools,colleges, and universities. MyMathLab Algebra I and II is a classroom favorite of highschool teachers around the country as they strive to ensure that all students buildthe foundation in mathematics necessary for success in college and careers.

“These CODiE-winning programs are primeexamples of how online solutions can help schoolsensure that all learners achieve at the highest levels.”

—Don KilburnChief Executive Officer

Pearson Learning Solutions

TOP HONORS FROM INDUSTRY EXPERTS

Established in 1986, the prestigious Software & Information Industry Association (SIIA) CODiE Awards celebrate outstanding achievement acrossthe software, digital information, and education technology industries. The evaluation process includes a rigorous review of nominated products bysubject matter experts, analysts, journalists, and others with deep expertise in education technology.

“We collaborated with Elayn Martin-Gay to developMyMathLab Algebra I and II based on our sharedbelief that every student can succeed in mathematics.”

—Greg TobinPresident of Mathematics and Statistics

Pearson Higher Education

MathXL for School / MyMathLabwww.pearsonschool.com

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Documents

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