Improved outcomes for over 57,000 students
Our Learning and Teaching Model is driven by the notion that every student can achieve success in mathematics, irrespective of their background or current academic standing. Our results show that we’re doing just that; we’re supporting teachers to improve the outcomes of students from across Australia.
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Doubling growth rates
Growth rate is an important measure that compares how much of the curriculum students are mastering and the rate the curriculum would expect. If a student has a growth rate of 1.00, they are on track to learn one year’s worth of maths in 12 months. A score of 0.50 indicates the student is on track for half a year’s worth of maths and 2.00 reflects two year’s worth. While the curriculum expects a growth rate of 1.00, students in the traditional classroom have an average growth rate of 0.6. Maths Pathway students however, have an average rate of 1.25. That’s double the growth.
Moving students beyond the curriculum
In Australia, for every year of schooling, students are expected to learn one year’s worth of maths. We know that in the traditional maths classroom this is often not the case. Maths Pathway students, however, are experiencing very different outcomes. Before using Maths Pathway 91% of students were below the curriculum level and 8% were at level. Only 1% were reaching above their aged-based content. When using the Maths Pathway model the levels of these students change dramatically. 65% of students are above the curriculum level for their year level and 20% are at level.
Overcoming low ICSEA backgrounds
The achievement levels of students from low ICSEA backgrounds are typically lower than their more advantaged peers. Maths Pathway helps to address this inequality. When low ICSEA schools (below 1,000) implement Maths Pathway, the mean improvement factor for students is 2.61, even greater than the mean improvement factor of 1.97 for all students. For students in low ICSEA schools, this means that the are learning 2.61 times the amount of maths that they were prior to starting Maths Pathway.
Where students end up at the conclusion of Year 10 is important, as it provides an indicator of what mathematics and STEM-related pathways they will be able to access and how numerate they will be throughout their lives. In the traditional classroom, it is estimated that only 4% of Year 7 students will reach the required curriculum level of 9 on completion of Year 10. Using the Maths Pathway model, this number increases dramatically. This suggests that many students will be better prepared to continue with maths in their senior years of secondary school.