Magma Math ESSA Level II Study (2024-25)
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| Title: | Magma Math ESSA Level II Study (2024-25) |
|---|---|
| Language: | English |
| Authors: | Meetal Shah, Nicole Law, Instructure |
| Source: | Online Submission. 2025. |
| Peer Reviewed: | N |
| Page Count: | 17 |
| Publication Date: | 2025 |
| Intended Audience: | Practitioners; Policymakers |
| Document Type: | Reports - Research |
| Education Level: | Elementary Education Junior High Schools Middle Schools Secondary Education Grade 4 Intermediate Grades Grade 5 Grade 6 Grade 7 Grade 8 |
| Descriptors: | Elementary School Mathematics, Middle School Mathematics, Instructional Effectiveness, Mathematics Instruction, Elementary School Students, Middle School Students, Student Centered Learning, Individualized Instruction, Educational Technology, Computer Assisted Instruction, Outcomes of Education, Mathematics Achievement, Grade 4, Grade 5, Grade 6, Grade 7, Grade 8 |
| Geographic Terms: | Ohio |
| Abstract: | Purpose: This study examines the impact of Magma Math on math learning outcomes for elementary and middle grades students in one school district in Ohio during the 2024-25 school year. Methodology: Employing a quasi-experimental design aligned with the Every Student Succeeds Act Level II (Moderate Evidence) standard, a matched-student sample of 1,686 grades 4-8 students (843 treatment; 843 comparison) was formed. Student demographics included approximately 40% White, 32% African American, 16% multiracial, and 11% Hispanic; 15% were English-language learners and 19% had an Individualized Education Plan (IEP). Usage data (i.e., total number of solutions submitted in Magma Math and the average number of pen strokes made while solving problems) for the program were merged with demographic and assessment outcomes (i.e., i-Ready Mathematics scales scores) for analysis. Findings: Students who used Magma Math demonstrated statistically significant higher math learning outcomes compared to matched peers who did not use the program. The magnitude of effect met the threshold for meaningful educational impact under ESSA's Level II guidance. Conclusions: The results suggest that integrating the Magma Math into mathematics instruction can contribute to improved math learning outcomes. Implications: For practitioners and policymakers, this study provides evidence that Magma Math in upper elementary grades can yield measurable benefits when deployed at scale. Future research should explore how to define meaningful usage beyond platform activity and enhance implementation in the middle grades. [This report was created by the Edtech Collective with funding by Magma Math.] |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED678117 |
| Database: | ERIC |
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