JUMP Math, in collaboration with Louisiana Tech University's College of Education and Human Sciences (CEHS), is pleased to share the results of an education study providing evidence-based tutoring support to over 1,000 students in historically underserved school districts in northern Louisiana.
JUMP Math, a 501 (c) (3) non-profit dedicated to multiplying every student's potential and fostering equitable classrooms and communities through math education resources, created the study with Louisiana Tech University through the support of a grant from Accelerate, a national initiative supporting education in underserved communities. The study's goal was to gain a deeper understanding of the challenges and support systems required to successfully implement a scalable tutoring model to address learning loss among students.
Conducted with 32 teachers and 1,030 students in grades 4 through 8 across schools spanning three Louisiana school districts, the results revealed promising positive learning outcomes for students in math proficiency, understanding, confidence, and enthusiasm for the subject.
"This international partnership is resulting in direct impact in Louisiana," said Dr. Lindsey Keith-Vincent, Associate Dean for Research, Outreach, and Innovation, Department of Science and Technology Education Center. "In addition to improving the academic outcomes of elementary learners, students in our AROS division in the Department of Psychology and Behavioral Sciences at Louisiana Tech University are also directly benefiting, as they engage in hands-on learning through the data collection and analysis process."
The key findings in the comprehensive report by Louisiana Tech University highlight the successful impact of the program. The report shows improved overall math proficiency among participating students, whose learning progressed rapidly while using the JUMP Math lesson modules over a two-month period, with a statistically significant improvement in scores across all modules.
"The report findings suggest that the implementation of dedicated tutoring support and resources might contribute to reducing disparities in math skills among our most vulnerable students and may help to cultivate an interest in this critical subject," commented Dr. Tilman Sheets, Professor, Department of Psychology and Behavioral Sciences, Louisiana Tech University.
Moreover, the study results indicated that math learning progressed at a similar pace for both boys and girls who participated in the study, which could be attributed to the gender-neutral and equitable design of the modules.
The researchers also noted potential positive student learning outcomes irrespective of their prior exposure to the classroom modules, suggesting the possibility of the tutorials' continued effectiveness. Additionally, there was an observed trend in the enhancement of students' attitudes toward math. Following the completion of the math modules, students generally reported increased confidence and a stronger sense of self-efficacy.
"The generous support provided by Accelerate and our collaboration with Louisiana Tech has allowed us to develop and test a tutoring program that makes math instruction accessible for the students who need it most," said Ken Aucoin, CEO, JUMP Math. "These results demonstrate the power of well-researched and designed tutoring support and resources to enable all students to achieve math success."
To access the full research report, visit: https://www.jumpmath.org/ca/research/.
