# Equity and Outcomes

# Equitable Impact for _Every_ Student

## **Proven Repeatable Learning Gains Across Every Grade**

## **Weeks of Learning Added by Grade**

Translated from pooled impact rate estimates

ST Math has demonstrated repeatable learning gains from Kindergarten through middle school across multiple nationally recognized assessments, including i-Ready, MAP®/RIT, and Star. These findings show consistent impact across every grade level—not just in a single study, or at a single district, but on all students, not a select group.

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.

## **Students Across All Groups Who Use ST Math Have Higher State 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.

[Read the 2024-2025 Study](https://www.mindeducation.org/wp-content/uploads/2025/12/ST-Math_Natlional-Data-Flyer-25_ST78.pdf)

[Read the 2023-2024 Study](https://www.mindeducation.org/wp-content/uploads/2025/04/Texas-ST-Math-Findings-2023-2024.pdf)

## 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.

[Take a Closer Look at Our Research](https://www.mindeducation.org/research/validation-and-methodology/)

## 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

[Study](https://www.mindeducation.org/wp-content/uploads/2025/06/RLL_USA_DLM_HighNeed_1819_Jul14.pdf)

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

[Study](https://www.mindeducation.org/wp-content/uploads/2025/06/RLL_USA_DLM_LowNeed_1819_Jul13.pdf)

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

[Study](https://www.mindeducation.org/wp-content/uploads/2025/06/RLL_USA_DLM_HighPerformers_1819_Jul14.pdf)

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

[Study](https://www.mindeducation.org/wp-content/uploads/2025/06/RLL_USA_DLM_LowPerformers_1819_Jul14.pdf)

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

[Study](https://www.mindeducation.org/wp-content/uploads/2025/06/RLL_USA_DLM_Rural_1819_Jul25.pdf)

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

[Study](https://www.mindeducation.org/wp-content/uploads/2025/06/RLL_USA_DLM_HighDisEnroll_1819_Jul26.pdf)

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

[Study](https://www.mindeducation.org/wp-content/uploads/2025/06/RLL_USA_DLM_LowDisEnroll_1819_Jul26.pdf)

Charter

Schools

**0.65** z-score effect size\*

**23** schools

**2,590** students ✝

**7** states

CA, FL, LA, MA, MO, NY, UT

[Study](https://www.mindeducation.org/wp-content/uploads/2025/06/RLL_USA_DLM_Charter_1819_Mar6.pdf)

High English

Learner

**0.24** z-score effect size\*

**77** schools

**11,870** students ✝

**5** states

AR, CA, IA, MA, TX

[Study](https://www.mindeducation.org/wp-content/uploads/2025/06/RLL_USA_DLM_HighEL_1819_Jul14.pdf)

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

[Study](https://www.mindeducation.org/wp-content/uploads/2025/06/RLL_USA_DLM_HighHisp_1819_Jul26.pdf)

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

[Study](https://www.mindeducation.org/wp-content/uploads/2025/06/RLL_USA_DLM_HighAfrAm_1819_Jul26.pdf)

_*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

[Request a Demo](https://www.mindeducation.org/request-a-demo/)