The researchers found that teachers were able to immediately use data to make decisions about instruction in the classroom.

Ysseldyke, Betts, Thill, and Hannigan (2004)[3] conducted a quasi-experimental study with third- through sixth-grade Title I students.

They studied students who failed to pass the AIMS test in order to graduate.

Over half of the students passed the test after taking a course in which Accelerated Math was used to improve their achievement.

The What Works Clearinghouse (2008)[5] within the Institute of Educational Sciences concluded that studies they evaluated did not show statistically significant gains when put through the US government's analysis.