WWC review of this study

Final impact results from the i3 implementation of Teach to One: Math

Ready, D. D., Conn, K., Bretas, S. S., & Daruwala, I. (2019). Consortium for Policy Research in Education at Teachers College, Columbia University: New York, NY. https://hechingerreport.org/wp-content/uploads/2019/02/Final-Impact-Results-i3-TtO.pdf.

  • Quasi-Experimental Design
    , grades

Reviewed: December 2021

No statistically significant positive
Meets WWC standards with reservations
General Mathematics Achievement outcomes—Indeterminate effect found for the domain
Comparison Period Sample Intervention
Significant? Improvement

Partnership for Assessment of Readiness for College and Careers (PARCC) - Math

Teach to One: Math (TtO) vs. Business as usual

0 Days

Full sample: Years 1 to 3 combined;
11,134 students





Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Characteristics of study sample as reported by study author.

  • 9% English language learners

  • Female: 48%
    Male: 52%

  • Urban
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    New Jersey
  • Race
    Other or unknown
  • Ethnicity
    Not Hispanic or Latino    


The study took place in schools in Elizabeth, NJ that served students in sixth, seventh, and eighth grades. In intervention schools, students from multiple classrooms gathered together in a single location to work in teacher-led, peer-to-peer, or individual sessions using a laptop to log into an online portal with a personalized set of instructional activities. Five schools implemented the intervention and 16 schools served as the comparison group.

Study sample

At baseline, intervention and comparison schools were 48% female, 9% students with limited English proficiency, 10% enrolled in special education, 77% eligible for free lunch, 10% eligible for reduced price lunch, 2% Asian, 23% Black, and 68% Hispanic, with 8% of unspecified race/ethnicity.

Intervention Group

The Teach to One: Math (TtO) intervention is designed to increase math achievement in middle school students through a personalized instructional model for middle grade mathematics that combines resources from multiple classrooms into one open space where different students learn different skills at the same time. The theoretical basis for the intervention is that a personalized math curriculum for each student, based and updated on each day’s assessment of that student’s learning, will lead to increased math learning.

Comparison Group

The comparison schools implemented their business-as-usual mathematics instruction during the three years that the treatment schools were implementing the intervention. Teachers used their typical mathematics curriculum and likely received supports as they had in the past. Students were likely exposed to instruction as they had in the past.

Support for implementation

TtO provides teachers with instructional resources to use in teacher-led modalities as part of the intervention.


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