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School districts across the country achieving notable performance gains with Inside Algebra
Students in districts such as Miami-Dade, FL, Philadelphia, PA, Albuquerque NM, and Clarksville, TN, have found success in learning algebra when using Inside Algebra. The structure of Inside Algebra (Algebra 1 Rescue!) is based on Systematic Teaching and Measuring of Mathematics (STAMM), developed by Larry Bradsby (the author of Algebra 1 Rescue!) and used successfully in the Jefferson County Public Schools (Colorado) for 26 years. STAMM was adopted on a district-wide basis in Jefferson County in response to low math scores in the district. Inside Algebra, like STAMM's, basic design is centered around learning outcomes, or objective-based learning.
The effectiveness of the objective-based design found in STAMM was measured by a number of criteria, but one study showed:


 		 Prior to implementing the curriculum, 48% of the district's students scored at or above the 50th percentile on the Colorado Test of Basic Skills (CTBS)

 		 Eight years later, after comprehensive implementation of the curriculum, 76% of the students scored at or above the 50th percentile on the CTBS

 
 		 Because of its continued success, the U.S. Department of Education validated STAMM as an exemplary program and approved it for national dissemination
Pre- and Post-test Scores Show How Inside Algebra Impacts Student Performance
In a large urban New Mexico school district during the 2007-2008 school year, students with learning disabilities used Inside Algebra as their primary math program.
In the implementation, students completed at least four lessons per week and teachers consistently used all the lesson components. Students showed an average improvement of 110%.
In another implementation in the same district, students identified as low-achieving based on state assessment scores and at risk of failing algebra used Inside Algebra during the 2006-2007 school year.
Of the more than 100 students, some used Inside Algebra as their core algebra program and others first attended their Inside Algebra classroom and then attended an additional session utilizing a traditional algebra program. The Pre-test and Post-test scores for this group indicate that students showed remarkable gains.

Here's a program that responds to "algebra for all!" It's the first resource I have ever seen with aids for classroom management built into the book, and it gives additional hints and aids to teachers who want to reach all students.
Lisa Cook,
Teacher
Kayville, Utah