Equity and Outcomes
Equitable Impact for Every Student
More than half of students believe they aren’t “math people.” This perception highlights the critical need for meaningful engagement and outcomes for all learners. At MIND Education, we create environments rooted in brain-based learning principles that foster deep understanding, critical thinking, and problem-solving—aligning with how every human brain is naturally designed to learn.
Our patented, evidence-based approach shifts traditional math learning from rote memorization to meaningful, conceptual understanding. ST Math reaches students of all levels and abilities, engaging them in ways that build confidence and mastery. The result? Proven gains in math comprehension and state assessment scores.
Equity isn’t just a goal; it’s a measurable reality. Across all subgroups, students using ST Math achieve comparable gains in math learning. This is equitable impact in action. Above: results of a quasi-experimental study, showing effect sizes consistently between 0.35 and 0.50.
Research and Accountability, Every Year
At MIND Education, research is more than a checkbox—it’s a commitment. Our rigorous, ongoing studies span students, schools, districts, and states, ensuring that every claim we make is backed by evidence. Each new school becomes part of our continuous improvement process, holding us accountable to deliver robust, repeatable results year after year.
Independent third-party validation of our foundational methods ensures that our approach is effective across diverse settings and demographics. From small classrooms to statewide implementations, our comprehensive research guarantees consistent, reliable outcomes.
Real World Evidence: Schools Just Like Yours
Our national research includes schools from every corner of the country, representing the full spectrum of ST Math implementation. This allows us to study districts with diverse needs and contexts, consistently demonstrating the same pattern of success: ST Math boosts math scores at all performance levels.
Whether your district is urban, rural, high-performing, or under-resourced, our research shows that ST Math works. Don’t see a study matching your district type? Reach out, and we’ll provide data tailored to your unique context.
High
Need
0.67 z-score effect size*
81 schools
9,432 students+
16 states
AL, AZ, CA, CO, FL, IA, IL, LA, MA, MO, MS, NM, NV, NY, UT, WI
Low
Need
0.26 z-score effect size*
69 schools
9,999 students+
13 states
AZ, CA, IA, IL, MA, Mt, NH, NJ, NV, NY, OH, UT, VA
High
Performing
0.87 z-score effect size*
57 schools
6,681 students+
14 states
AR, AZ, CA, FL, IA, IL, MA, MT, NV, NY, PA, TX, UT, VA
Low
Performing
0.98 z-score effect size*
41 schools
3, 576 students+
13 states
AR, CA, CT, FL, IA, MA, MO, MT, NH, TX, UT, VA, WI
Rural
District
0.53 z-score effect size*
76 schools
7,721 students+
18 states
AZ, CA, CO, GA, IA, MA, MI, MN, MO, NC, NJ, NV, NY, OH, PA, TX, UT, VA
Large
District
0.34 z-score effect size*
307 schools
50,211 students✝
16 states
AZ, CA, CO, DC, FL, GA, IL, LA, MA, MD, NM, NV, NY, TX, UT, WI
Small
District
0.54 z-score effect size*
45 schools
3,070 students✝
12 states
AZ, CA, IA, IN, MI, MN, NJ, NV, NY, PA, TX, UT
High English
Learner
High Hispanic
Enrollment
0.44 z-score effect size*
102 schools
12,907 students✝
13 states
AR, AZ, CA, CO, IL, MA, NJ, NM, NV, NY, TX, UT, WI
High African American Enrollment
0.26 z-score effect size*
67 schools
11,218 students✝
17 states
AL, CA, CT, FL, GA, IA, IL, LA, MA, MO, MS, NC, NJ, NV, NY, TX, VA
*Statistically significant. †Analyzed by grade-level datasets
“I’m encouraged to see that ST Math continues to show significant effects on math achievement. But I’m even more impressed with the breadth of ST Math evaluations towards evaluating every school, every year, which provides a model for other educational technology companies to follow.”
—Tonika Cheek Clayton
Managing Partner, New Schools Venture Funds
