By William McCallum, IM CEO and cofounder
At Illustrative Mathematics® (IM), we believe learning mathematics is a lot like learning to ride a bike. You don’t learn by watching someone else do it—you learn by getting on the bike yourself. Sure, it might feel unsteady at first. You might even tip over. But with support, encouragement, and the space to try again, you find your balance.
Math works in much the same way. Students build deep understanding by doing the math themselves—exploring ideas, reasoning through challenges, and discussing their thinking. Making sense of problems and developing lasting understanding helps students consistently and confidently find the right answers. At IM, this belief is at the core of everything we do.
Now, building on existing research, a new study* reinforces that belief.
A recent evaluation of Imagine IM, the IM Certified® curriculum distributed by Imagine Learning, found that students who used the curriculum performed significantly better in mathematics than their peers. The study offers compelling evidence that IM’s approach to math instruction—rooted in problem-based learning and designed with fairness and access in mind—supports student growth in powerful ways.
What the Study Looked At
During the 2023–24 school year, Cecil County Public Schools in Maryland implemented Imagine IM in two elementary schools. Researchers conducted a rigorous, quasi-experimental study to evaluate the effect of the curriculum on student learning. They compared outcomes for 475 treatment students using Imagine IM with 5,140 control students who continued using their previous math programs.
To ensure a fair comparison, the researchers used propensity score matching to pair treatment and control students with similar characteristics. This technique created statistically equivalent groups by controlling for variables such as prior achievement, economic disadvantage, disability status, and English language learner designation. The study then measured students’ performances in the fall and spring across different math assessments.
What the Study Found
Overall, the results of the study were statistically significant—meaning they were unlikely to be due to chance—and educationally meaningful, showing real, measurable progress that teachers and students would notice in the classroom. Students using Imagine IM outperformed their peers on two key interim assessments:
Acadience Math Assessment (Grades K–4)
Among 251 matched student pairs, those using Imagine IM scored, on average, 6.07 points higher on the Acadience Math Assessment than students who did not use Imagine IM.
NWEA MAP Growth Assessment (Grade 2)
In a matched sample of 58 student pairs, those using Imagine IM scored 5.62 points higher than their peers on the NWEA MAP Growth Assessment. (Grade 2 was the only grade level included in this analysis, as it was the only group that completed the NWEA MAP Growth Assessment in both the fall and spring.)
Together, these findings contribute to a growing body of evidence that high-quality instructional materials—when paired with and supported by thoughtful professional learning—can meaningfully accelerate student learning.
Why the Study Matters
This study affirms three foundational beliefs that guide our work at Illustrative Mathematics:
- Problem-Based Learning Works
At the heart of IM’s curriculum is a problem-based structure. Rather than being told how to solve a problem from the start, students are invited to grapple with it—making sense of it, reasoning through it, and discussing it with peers. Only after this process does the teacher step in to synthesize student thinking and learning into a complete solution to the problem.
This is more than a teaching method—it’s a philosophy of learning. When students do the thinking themselves, they build the deep conceptual understanding they need—not just to succeed on assessments but to grow into confident, capable mathematical thinkers and problem solvers.
The gains observed in the Cecil County study—especially among younger students just beginning their math journeys—suggest that this kind of instruction can have a profound and lasting impact.
- Teachers Make the Difference
Curriculum matters, but curriculum alone is not enough. In Cecil County, the two schools implementing Imagine IM were not only using the materials—they also received professional learning support. Teachers participated in training at the start of the year and collaborated regularly to plan lessons and deepen their understanding of the curriculum.
This kind of support is essential. At IM, we believe teachers are more than implementers—they are sensemakers, facilitators, and instructional leaders. That’s why we offer a wide range of IM Certified® Professional Learning experiences designed to support not just curriculum understanding but the deeper instructional shifts that lead to lasting student growth.
We invest deeply in supporting educators because we know they bring the curriculum to life. When teachers, coaches, and leaders are equipped with the right tools and ongoing support, student learning doesn’t just improve—it flourishes. We encourage you to visit IM’s professional learning page to explore the full suite of offerings and find the package that best fits your school or district’s unique needs.
- Instructional Materials Matter
High-quality instructional materials—those that are coherent, standards-aligned, and designed for deep engagement—can make a real difference in student learning outcomes.
IM Certified curricula are grounded in decades of research about the most effective progression of mathematical ideas and how students learn math over time. Our curricula are designed to be accessible, fair, coherent, and rigorous. This study adds to a growing body of evidence proving that when students have access to high-quality materials paired with strong implementation support for their teachers, they thrive.
These high-quality materials include both curriculum and learning tools. That’s why we partner with organizations like hand2mind to bring our curricula to life in classrooms. Their thoughtfully designed Interactive Center Kits and Classroom Manipulative Kits support IM Certified curricula by giving students the tactile tools they need to explore and make sense of mathematical concepts.
With high-quality curriculum and the right supports in place, every student has a better opportunity to access grade-level content, engage meaningfully in math class, and reach their full potential.
Looking Ahead
At Illustrative Mathematics, our mission is to create a world where all learners know, use, and enjoy mathematics. We believe that when students are given the chance to think, talk, and reason about math, and when teachers are supported with high-quality tools, real learning happens. This study from Cecil County provides encouraging evidence that we’re making meaningful progress toward our vision.
We’re proud to see our curriculum helping students succeed and grateful to the educators who bring it to life in classrooms every day. Their daily efforts and commitment turn strong materials into powerful learning experiences.
Next Steps
As we look ahead, we remain focused on expanding access to high-quality math instruction, supporting educators with effective implementation, and continuing to build a future where every learner can thrive in mathematics. Whether you’re exploring curriculum options, planning professional learning, or reimagining your math instruction, we’re here to help!
To learn more about our curricula or how to partner with us for a successful implementation, visit illustrativemathematics.org or schedule a call with the IM team. Our experts are ready to help you navigate the options and make the best decision for your school or district.
Together, we can help every student know, use, and enjoy mathematics.
*Freeman, K., & Berrett, D. (2024, December). Impact evaluation of Imagine Learning Illustrative Mathematics in Cecil County Public Schools. Center for Research in Educational Policy. https://drive.google.com/file/d/1BlZhAOA4Hr4i1niIw9bd4jLDdpppL5UE/view
William McCallum
IM CEO and cofounder
Bill McCallum has dedicated his life to helping teachers, educators, mathematicians, and policymakers show fidelity to both mathematical coherence and student learning.
He is an Emeritus Distinguished Professor of Mathematics at The University of Arizona, where he researches number theory and arithmetical algebraic geometry, authors textbooks, and advises researchers and policymakers. Bill’s work as a lead writer of the Common Core State Standards in Mathematics earned him the Distinguished Public Service Award from the American Mathematical Society and the Dolciani Award from the Mathematical Association of America.
As CEO and co-founder of Illustrative Mathematics, he chairs the Board of Directors where he helps craft the strategic direction of the organization and contributes to the curricula; he also represents IM to funders, at speaking events, and in workshops.
