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Conclusion: Significant 9th grade achievement gains among TI MathForward Students on both New York Regents and course exams in Levittown Public Schools demonstrate the importance of a strong program implementation.
SRI International
For Levittown, students randomly assigned to MathForward classes were compared with students not assigned to these classes.
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| • | In the 9AX class, where implementation was consistent with the MathForward model, student achievement in the MathForward group was statistically significantly higher than a comparison group on final grades for students and their Regents' scores. Special education students and low-income students in the sample gained at the same rate as other students in the sample. |
| • | In the 10AXBX classes, where implementation was inconsistent, MathForward students' scores were not significantly different from comparison students on either their Regents scores or on their final grades. Subgroups showed similar results. |
| • | Levittown is the case of a district where implementation was consistent with the MathForward model. One of two grade levels' scores were higher for MathForward students than for comparison students. |
 Reference: District Report (Penuel 2008)
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