JUMP Math’s ability to offer effective and relevant materials ultimately rests on how we design, implement, and evaluate our resources. You will find an outline of our research goals and links to reports that detail a variety of experiences in implementing our approach to mathematics instruction.
National Book Fund Data Reveals Significant Student Gains for Seventh Year in a Row!
For the seventh year in a row, the growth in math achievement in JUMP Math students grew at a minimum of 2.4 times the rate of the WRAT-4 norms.
In the 2017-2018 school year, a total of 240 students in grades 4 to 7 completed the math computation subtest of the WRAT-4 in the fall and spring of the school year. Here are the highlights:
- On average, math achievement of students grew at 2.8 times the rate of the WRAT-4 standardization sample
- The number of students scoring ‘average’ or above increased from 50% in the fall to 69% in the spring
- The number of students scoring ‘above average’ or higher increased from 4% in the fall to 10% in the spring.
JUMP Math’s National Book Fund program awards free JUMP Math resources to classrooms across Canada. The National Book Fund was made possible by the generous support of lead funder TD Bank Group. More about the National Book Fund here.
Randomized Controlled Trial Finds JUMP Math Students' Knowledge Grew At Twice the Rate of Control Group
A team from Toronto's Hospital for Sick Children, The Ontario Institute for Studies in Education and the University of Toronto conducted a randomized controlled study which followed 272 students randomly selected from 29 classrooms, in 18 schools, in a rural Canadian school board. Teachers (classes) were randomly selected to use either JUMP Math or the incumbent math program, and the teachers in each group received equivalent training in the respective programs. Researchers found that the math knowledge of children using JUMP Math grew twice as much as that of children using the incumbent program, one of Canada’s two best-selling math programs.
~ Solomon, T., Martinussen, R., Dupuis, A., Gervan, S., Chaban, P., Tannock, R., Ferguson, B. (2011) Investigation of a Cognitive Science Based Approach to Mathematics Instruction, peer-reviewed data presented at the Society for Research in Child Development Biennial Meeting, Montreal, March 31 - April 2, 2011
The Borough of Lambeth, UK raises its year-6 pass rate by 10% (versus 2% for England as a whole), since introducing JUMP in 2007
The Borough of Lambeth school authority tracked two groups of students who wrote the year-6 national exams in 2009, one of which used JUMP for two years and the other of which used JUMP for one year. Only 12% of the first group of 353 struggling students were at or above grade level at the beginning of year-5 and many were several grades behind; yet 60% of this group passed the national exams at the end of year-6 (a 5-fold rise in pass rates). A second group of 150 students used JUMP for one year. Only 28% of these students were at or above grade level at the start of year-6, many being several grades behind, yet 62% passed the year-6 exam. The Borough's year-6 pass rate rose from 6% below the national average in 2007 to 2% above in 2010.
In 1998, the percentage of children achieving the expected level in mathematics in The Borough of Lambeth trailed the national average by 9% (49% vs 58%). By 2007, the year that JUMP was introduced in Lambeth, Lambeth's pass rate had risen to 71%, but remained 6% below the national average. Three years later, Lambeth's year-6 mathematics achievement exceeds the national average by 2%.
This progress is a result of many factors -- Lambeth teachers and children have worked hard with a range of supportive resources -- however, Nikki Aduba, the former Mathematics Consultant for the Borough of Lambeth, states that "JUMP has made a hugely significant contribution to the success of children who are now working through secondary school as competent and confident mathematicians".
To date, the gains in Lambeth have been achieved using JUMP primarily to assist those children who are having the most difficultly with the existing math programs; however results obtained in Canada suggest that it is equally effective for all students, including those considered to be "gifted" in math.
Toronto teacher duplicates dramatic gains for successive classes
During her first year using JUMP Math, a Toronto teacher lifted her class average ranking from the 66th percentile on the grade 5 TOMA (Test of Mathematical Ability) test to 92nd percentile on the grade 6 test, in September of the following year. Her next class improved its average ranking from the 54th to 98th percentiles.
The teacher reported that she followed the JUMP Math lesson plans more closely with her second class. In both cases, the lowest post-JUMP ranking equaled or exceeded the highest pre-JUMP ranking. In addition, all but one child in each class wrote the Mathematica Centrum Pythagoras test and 14 of 17 achieved distinctio. (The Mathematica Centrum Pythagoras math contest emphasizes problem solving and is written by approximately 5% of Canadian grade 6 students - in general, Canada's "top' math students).