SRI Education is a division of SRI International, one of the most prestigious research organizations in the world. In this report, they review more than 10 years of research on Reasoning Mind’s blended learning programs, drawing conclusions about student outcomes on various math assessments; the efficacy of Reasoning Mind programs on student engagement levels during math instruction; and the overall satisfaction students, teachers, and administrators have with the programs.
Multiple evaluations have shown that Reasoning Mind's programs are highly effective, producing statistically and educationally significant results.
ON REASONING MIND
IN AN E-LEARNING SYSTEM
Studies have shown student performance in virtual learning environments is improved by the presence of a virtual pedagogical agent, particularly when the agent is voiced by a human voice. Studies have also shown students achieve higher learning outcomes when their teacher is a content expert in the material being taught. This study asks the question: Do students achieve higher learning outcomes in a virtual learning environment if the actor voicing the virtual agent is a content expert in the material being taught? The analysis found no evidence of such an effect.
Differences in K-12 math performance between countries have sparked initiatives designed to increase the performance of U.S. students. Recommendations often center on adopting pedagogical and curricular practices from other countries, but few studies have examined the methods and effects of adapting international curricula to American classrooms. Reasoning Mind Edifice was developed to deliver an international mathematics curriculum to U.S. students. We found that students using Edifice outperformed their counterparts, suggesting that with support and sensitivity to the cultural differences between countries, curriculum developers are able to adapt successful practices from other countries.
MIND GRADE 5 CURRICULUM
The advent of the Common Core requires the creation of new curricula and learning tools to prepare students for the next generation assessments. In this study, we evaluate a Reasoning Mind curriculum that is Common Core-aligned using a quasi-experimental design. Overall, students using the Reasoning Mind curriculum performed better than the comparison group on the Singapore Math post-test.
DALLAS ISD RESULTS
During the 2015-2016 school year, over 33,000 students in the Dallas Independent School District used the Reasoning Mind Foundations blended learning program in combination with traditional instruction. Students who used Reasoning Mind for more hours were more likely to meet grade-level targets on standardized tests such as Terra Nova and STAAR. In addition, over 80% of teachers said Reasoning Mind “improved” or “significantly improved” their students’ independence in learning, confidence in mathematical ability, and enjoyment of mathematics.
on Student Engagement
This 2016 study by Teachers College, Columbia University researcher, Dr. Jaclyn L. Ocumpaugh, compared student engagement in fourth- and fifth-grade Reasoning Mind math classrooms to a control group of students learning through traditional math instruction in Dallas ISD. Among the findings, Reasoning Mind students demonstrated much lower rates of negative indicators such as boredom and off-task behavior, and higher rates of positive indicators like engaged concentration and delight. According to the study’s author, the analysis “lends strong support for the use of the Reasoning Mind blended learning curriculum.”
by Texas A&M
In this independent evaluation, the Education Research Center at Texas A&M University provided analysis results for TEA-supported schools using Reasoning Mind programs during the 2013-2014 and 2014-2015 school years. The report concluded that “Reasoning Mind appears to positively impact the mathematics achievement of Texas students, as well as students’ attitudes toward mathematics. Findings indicate that participation in Reasoning Mind increases students’ annual STAAR Mathematics scores, as well as algebra readiness over time.”
DALLAS ISD RESULTS
During the 2014-2015 school year, over 35,000 students in the Dallas Independent School District used the Reasoning Mind Foundations blended learning program in combination with traditional instruction. Controlling for various school and student differences, 2nd– through 4th-grade students who spent more time using the Reasoning Mind system had, on average, higher scores on the Iowa Assessment (grade 2) and the STAAR (grades 3–4). For 5th-grade students the association was positive and marginally statistically significant.
DALLAS ISD RESULTS
During the 2013–2014 school year, over 35,000 students in the Dallas Independent School District used the Reasoning Mind Foundations web-based math program as a supplement to regular instruction. Students who spent more time using the Reasoning Mind system had on average higher scores on the State of Texas Assessment of Academic Readiness (STAAR) and the Iowa Tests of Basic Skills.
- Reasoning Mind helps students of a variety of backgrounds, including those in traditionally underperforming groups, achieve better results.
- The more objectives students successfully completed within the Reasoning Mind system, the higher they performed on average on state standardized math tests.
- Reasoning Mind improves more than just test scores: 91% of Reasoning Mind students surveyed said they like learning math, and 77% of teachers surveyed said the program increased their effectiveness in the classroom.
NORTH TEXAS RESULTS
Reasoning Mind’s North Texas implementation was very successful in the 2012-2013 school year. The students, including those in Dallas ISD, solved more than 37 million problems in the system, including about 2.1 million of our most challenging C-Level problems. In addition, more than 1,200 North Texas teachers completed 15,579 hours of Continuing Professional Education hours.
- Reasoning Mind grew tremendously, more than doubling the number of students served from the previous school year.
- Reasoning Mind narrows the achievement gap, providing positive outcomes for students nationwide as measured on a variety of standardized tests.
- Reasoning Mind improves more than just test scores. Students who use the program are more likely to enjoy studying math and attending school.
DALLAS ISD RESULTS
In 2011–2012, Dallas ISD expanded their partnership with Reasoning Mind to include all of the district’s second graders. The more time students spent using a Reasoning Mind program, the more their scores increased on the Iowa Test of Basic Skills (ITBS), an annual assessment designed to measure the grade level equivalent at which students are able to perform certain skills.
'HIGH STUDENT ENGAGEMENT'
Teachers and students often comment on how engaging Reasoning Mind’s platforms are. Independent researchers from Worcester Polytechnic Institute and Teachers College, Columbia University actually measured it.
- In both independent and internal evaluations, including a randomized controlled trial, Reasoning Mind students outperform their non-Reasoning Mind peers on state tests.
- Reasoning Mind benefits students of all ethnicities, irrespective of their socioeconomic status.
- Students who used a Reasoning Mind program went on to have higher passing rates in Algebra I, a course known to be an important gatekeeper to success in college and beyond.
Independent researchers at Texas A&M University and University of Houston studied early implementations of the first Reasoning Mind program and found it “highly effective” The reports noted that “the mathematics achievement of students who participated in the Reasoning Mind Pilot Program…was statistically significantly higher than the mathematics achievement of students who did not participate in the Reasoning Mind Pilot Program.”
Learn more about the origin of Reasoning Mind and the pilot program that started it all: