Raising the Bar District-Wide Using Symphony Math

Abstract Students and staf from Graves County, Kentucky, participated in a study during the 2018-19 school year to examine the ef ect of the Symphony Math foundational numeracy program in grades 1 through 4. In order to provide comparison, approximately half the population used Symphony Math as their sole technology intervention, while the other half participated in the standard district math curriculum, which combined dif erent online and of line resources. As students used Symphony Math, teachers were able to monitor their progress and provide interventions when necessary using data dashboards and recommended of line materials. District policy included administration of the STAR® Math assessment to the full student population at several dates during the school year. The results from this third-party testing show that students who used Symphony Math made significant gains in math achievement and, on average, outperformed their peers in the district who did not use the program.