Ascend Math has proven results for online math instruction

Evidence demonstrating the effectiveness of Ascend Math in many applications of math instruction include implementations of Tier II and Tier III InterventionsSpecial EdGifted and Talented, Algebra Readiness, Acceleration and Credit Recovery. Here you will find studies and case histories from educators like you who are getting their math students motivated and back on level quickly. Examine the independent studies, success stories, and research found on this website. If you do not find the evidence you’re looking for, please let us know.

Profiles of Educator Success

District Implementations


Lead District Educators: Dr. Lori Rodgers, Executive Director of Special Programs and Joanna Gittens-Summerow, Title 1 Education Specialist
District Implementation: Bibb County Schools began a Flexible Learning Program (FLP) utilizing Ascend Math. The students in the FLP are students who are most at risk of failing math and fall into the lowest 25 percentile. Bibb’s FLP is a blended learning model designed as direct instruction coupled with online learning for math.
Year One:

  • At the beginning of the school year, 58% of students tested below the 4th grade level in math. By April, only 15% remained.
  • Only 9% of students tested at grade level 5 or above at the start of the year. By April, that number increased to 64%.
  • 44% moved up two or more grade levels.

Year Two:

  • More than 50% of FLP (most at risk) students increased their score on the state test. By comparison, only 45% of the general student population increased their score.
  • On average, these FLP students made greater improvement in their scores than they did the non-FLP students.
  • Underperforming FLP students showed a percentage of decline slightly better than non-FLP students.

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District Implementation: Grades 6-8
Spotlight School: Lakeview Middle School
Lead School Educators: Michelle Privett, Academic Coach and Emily Arnold, Teacher
School Objective: Lakeview Middle School implemented Ascend Math school wide for Tier 2 remediation, as well as Tier 3 intervention in Math workshops.

  •  42% achieved one grade level growth.
  • 17% achieved two or more grade levels growth.


Lead District Educator: Michael Fell, Instructional Math Coordinator
District Implementation: Grades 6 - 12
District Objective: Cecil County Schools implement Ascend Math as an intervention for struggling middle and high school students.
Spotlight Schools: Rising Sun Middle School and Bohemia Manor High School

  • 31% of intervention students at Rising Sun Middle School gained at least one grade level.
  • Students at Bohemia Manor High School averaged 26 objectives (skill gaps) mastered and 35% gained one or more grade levels.


District Implementation: Grades K-8
Spotlight School: Woodrow Wilson Junior High School
Lead School Educator: Sara Sexton, Teacher
School Objective: Woodrow Wilson Junior High School adopted Ascend Math to help their students fill math skill gaps and improve STAAR test results.
Results: After adopting Ascend Math, Woodrow Wilson Junior High School significantly increased their 8th grade STAAR passing rate to 76%. This was a 50% increase from the previous year.


Lead District Educator: Gil-Rey Madrid, Assistant Superintendent
District Implementation: Grades K-12
Spotlight Schools: Fort Stockton Middle School and Fort Stockton High School
School Objectives: Ascend Math was adopted to help students fill math skill gaps and improve test results. Students entering Fort Stockton Middle School had math skill gaps of up to 6-7 years. The Fort Stockton High School student population is 86% Hispanic, 50% At Risk and 58% economically disadvantaged.
Results: Fort Stockton Middle School significantly increased their eighth-grade pass rate on the state assessment from 74% to 86%. Some students achieved proficiency on the TAKS after spending only 3 weeks on Ascend Math during an intensive intervention initiative.

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At Fort Stockton High School, 58% of students grew one level or more. 27% achieved 2 or more levels, and 8% achieved 3 or more grade levels in one year.


District Implementation: Grades K-6
Spotlight School: Frank O’Bannon Elementary School
Lead School Educator: Allison Lenzo, Principal
School Objectives: Frank O’Bannon Elementary School adopted Ascend Math to Improvement in state test and NWEA test scores of their High Ability Math students.

  • 32.9% gained one grade level or more.
  • 46.6% gained two or more grade levels.
  • 20.6% of students demonstrated gains of 3 or more grade levels.


Lead District Educator: Dr. Jeanne Disney, Ph.D., Director of Secondary
District Implementation: Grades 6-12
Spotlight School: Manhattan Adult Learning Center
Lead School Educator: Vickie Fix-Turkowski
School Objectives: To implement RTI methods at the adult learning center and correct the math weaknesses of identified at-risk students.
Results: NWEA Map test results revealed that students who received core math instruction, plus Ascend Math intervention, had a mean RTI growth score of 10.8.

High Schools


Lead Educator: Theda Fielding, Teacher
Implementation: Grades 9-12
Objective: Math scores at Fair Park were scattered across the board with a significant number of ninth and tenth grade students scoring in the third and fourth grade ability level. Ascend Math was implemented to enhance student knowledge prior to entering an Algebra or Geometry class, fill gaps in their understanding, and improve performance on high stakes tests.

  • Students improved from the third grade to the seventh-grade level in just 6 weeks.
  • Students most at-risk increased their math score on the PLAN (pre-ACT) Test from a 10.28 average the previous year to a 12.85 average.
  • One student moved from a 4 on the previous year’s test to 15.

“These are some of the most dramatic increases in scores. I feel that another full year of Ascend Math would put most (if not all) of our students on grade level.”
- Theda Fielding, Teacher
Fair Park High School


Lead Educator: Angela Adams, Teacher
Implementation: Grades K - 6
Objective: The educators at Kenwood High School had the goal to have 100% of their students enrolled in their AMA program finish at or above grade level.

• 74% gained one grade level or more.
• 38% gained two or more grade levels.
• 11% of students demonstrated gains of 3 or more grade levels.


Lead Educator: Shawnder Worthington, Teacher
Implementation: Grades 9-12
Objective: Northeast High School adopted Ascend Math as a study skills intervention during the school day with the most at-risk students.
Results: 80% of students have completed at least one level. One student has grown 6 levels.


Lead Educator: Marge Harris
Implementation: Grades 9 - 12
Objective: Students were struggling with Algebra 1. Ascend Math is used to bring students up to 9th grade level so they could be more successful in Algebra I.
Results: For the past six years students have experienced success with Ascend. Several have jumped 4 levels in one semester! Most improve by 1-2 levels in that time. It has made their learning in Algebra I easier, and Ms. Harris uses lessons from Ascend to back up lessons in algebra.


Lead Educator: Lisa Ratcliff
Implementation: Grades 6-12
Objective: George I Sanchez Charter School uses Ascend Math to reteach and reinforce math concepts that students have previously struggled with in prior classes.

  • 23% achieved one grade level growth.
  • 8% achieved two grade levels growth.
  • 3% achieved three to five grade levels.

Middle Schools

Avon Intermediate School, IN

Lead Educator:  Dr. Brian Scott
Implementation: Grades 5 and 6
Objective: Differentiation for students ready to experience skills above grade level.
Results: NWEA MAP testing showed a 35.3% increase in 6th grade scores and a 3.2% increase in scores from 5th graders.

Crosby Middle School, TX  Gold Medal

Lead Educators:  Robert T. (Todd) Hicks, Principal, Holli Pharis, Teacher
Implementation:  Grades 6-8
Objective:  Crosby Middle School adopted Ascend Math for their Tier 3 math intervention. On the state assessment, CMS students were not at the level they believed they should have been. Changing math TEKS (state standards) caused greater gaps in understanding for students who were already struggling in math.
Results:  Students who did not meet grade level previously were placed in Tier 3 math class. 92% achieved one or more grade levels in math.

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See their 2018 Results>

Emmet Belknap Intermediate School, NY   Gold Medal

Lead Educators:  Lynn Hewitt, School Psychologist, Gary Wilson, Principal
Implementation:  Grades 5-6
Objective:  Emmet Belknap adopted Ascend Math for their Tier 2 math intervention. They needed a math intervention product with a strong research base, aligned to NY state standards.  Most importantly, they needed to serve more struggling students than was previously possible with their limited staffing.
Results:  Students who previously averaged .5 grade levels of growth, achieved nearly four times the growth using Ascend Math.

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Emmet Belknap

Holabird STEM Program, MD Gold Medal

Lead Educator: Amy Boyd
Implementation:  Algebra I and Basic Math
Objectives: Prior to using Ascend, 97% of the students tested at least one grade below grade level, with about 70% of those students testing three or more grades below their current academic grade.
Results: Holabird saw dramatic improvement with students quickly moving up in grade level. The number of students testing at 3rd grade level decreased by 92%. 6th graders testing at 5th grade level increased by 100%. 7th graders testing at 5th grade level increased 280%. 60% of students gained 2-3 grade levels in less than one school year.

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Kilgore Middle School, TX

Lead Educator:   Sheila Haralson
Implementation:  Grades 3 - 9
Objective:  Ascend Math is used at Kilgore Middle School to help improve STAAR test results.
Results:  Students who used Ascend Math recorded 56% growth in STAAR Results; 21.6% of which passed STAAR for the very first time. 73% of their 8th Grade students showed growth in STAAR; 32% of these students had never passed STAAR previously.

Lowell middle school, in  

Lead Educator: Tracy Kohler
Implementation: Grades 6-8
Objective: Lowell Middle school implemented Ascend Math as an RTI program.
Results: 65% of the students in Ascend have improved two or more grade levels. 40% of those actually improved three levels or more, one student achieved an improvement of five levels.

Pike-Delta-York Middle School , OH  Gold Medal

Lead Educator: Jon Mignin
Implementation: 6-8
Objectives: Educators at Pike Delta York Middle School adopted Ascend Math after they heard how it helped a neighboring district improve math scores on their state test. Their goal was ambitious: to bridge the gap of math skills for all students and get them academically at their grade level.


  • 35% achieved one grade level growth.
  • 22% achieved two grade levels growth.
  • 41% achieved three to five grade levels.

See their 2017 Results
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Swanton Middle School, OH   Gold Medal

Lead Educators: Leigh Pancoast, Teacher
Implementation: Grades 6-8
Objective:  All students at Swanton use Ascend as a part of their regular class curriculum and for timely intervention as needed.  
Results:  Students increased overall school math scores 30% over the previous year on state mandated tests. Swanton students have continued to make great progress through the years.

“We see a growth of one full grade level or more in both Ascend assessment benchmarks and Ohio State Standardized tests consistently.”

- Mathew Smith

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Elementary Schools

Apache ElemenTAry, TX

Lead Educator:   Christina Barlow
Implementation: Grades K-6
Objective:  Apache Elementary adopted Ascend Math to assist students that were having a difficult time in math and not excelling.


  • 42% achieved one grade level growth.
  • 39% achieved two grade levels growth.
  • 19% achieved three to four grade levels.

See their 2018 Results>


Lead Educator:   Linford Cox
Implementation:  Grades K - 6
Objective:  Ascend Math is used at Junkins Elementary to help improve STAAR test results.
Results:  47% of students in the Ascend Math class showed Mastery on STAAR vs 26% in the non- Ascend Math class.  94% of students passed STAAR in the Ascend Math class vs. 91% of students in the non-Ascend Math Class.

Lakeside Christian Academy, FL 

Lead Educator: John Keller, Teacher and Lisa Buckingham, Teacher
Implementation: Grades K-8
Objective:  Ascend is used to move students who were working below grade level up to and beyond grade level. Students enrolling in the private school come from a wide diversity of demographics and abilities, especially in math.
Results:  59% of students gained one grade level or more with 17% gaining from two to three grade levels.  Lakeside Christian Academy is a 6-Time Ascend Math Gold Medal school.

See their 2017 Results>

See their 2018 Results>

Taylor County Elementary, FL

Lead Educator:  Kathy Kreidler, Teacher
Implementation: Grades 3-5
Objective: Taylor County Elementary makes use of Ascend math to provide an effective math intervention program for their lowest quartile students including their ESE (special education) students.
Results: Taylor County Elementary uses Discovery Education Assessment to track progress.  Their mid-year assessment showed:

  • 93% of 3rd graders increased scale scores.
  • 91% of 4th graders increased their scale scores.
  • 86% of 5th graders increased their scale scores.
  • Ascend Data confirms overall: 53% of students gained one grade level with an additional 38% gaining two grade levels.

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vidoR elementary school, tx

Lead Educator:  Johnna Neil, Teacher
 Grades 3-5
  Vidor Elementary School adopted Ascend Math to help Tier 3 students fill in their missing math gaps.

  • 26% achieved one half grade level growth
  • 18% achieved one grade level growth.
  • 3% achieved two grade levels growth.

Special Education

Fort Stockton Middle School, TX

Lead Educator:  Gil-Rey Madrid, Principal
Implementation: Grades 6-8
Objective: Fort Stockton adopted Ascend Math to help their Special Education, At Risk and failing math students identify and close skill gaps.
Results: After just 6 months of using Ascend Math, 86% of special education students passed the TAKS (Texas mandated test) greatly surpassing their ambitious goal of 75%.

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Gadsen ISD Special Education, NM

Lead Educator:  Tim Moseley, Teacher
Implementation: SPED Students Grades K-12.
Objective:  Gadsen ISD teachers needed a tool that would meet the needs of their SPED population, fill math skill gaps and provide multiple reporting options to monitor activities and progress.
Results: “An elementary SPED class (Marquez) has all students working above grade level. Yes, above grade level! The students closed the gaps below grade level, at grade level and are now working ahead”
- Tim Mosley

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