WWC review of this study

Evaluation of the Rural Math Excel Partnership Project Final Report

Nagle, Katherine; Pratt-Williams, Jaunelle; Schmidt, Rebecca; Swantek, Cara; Lyulchenko, Marianna; McGhee, Raymond (2016). Retrieved from: https://eric.ed.gov/?id=ED579268

  • Quasi-Experimental Design
    , grade

Reviewed: May 2022

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

Virginia Standards of Learning: Algebra

Rural Math Excel Partnership (RMEP) vs. Business as usual

0 Days

Full sample;
727 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.

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    Other or unknown


This study took place in 28 middle and high schools from 12 rural county school Local Education Agencies (LEAs) in southern Virginia. These LEAs were representative of the rural Virginia areas identified as lacking a workforce qualified for advanced STEM courses and careers. Training targeted math teachers in these LEAs. Students who were enrolled in a block-scheduled Algebra I, Geometry, or Algebra II course were eligible for the study.

Study sample

The authors did not provide any information regarding sample characteristics for the sample of students, but they did provide demographic information for all schools and grades in the study LEAs based on reports from prior school years. One-fourth of the students were from families living below the poverty line. Forty-eight percent were Black and 45 percent were White.

Intervention Group

The goal of the Rural Math Excel Partnership (RMEP) Project was to prepare students to be successful in advanced high school and postsecondary STEM studies by developing and implementing a model of shared responsibility among families, teachers, and communities in rural areas. This, in turn, would prepare students to at least enroll in a certificate program for a technician-level career in STEM-related fields after high school. The RMEP Project includes six core implementation activities. The first component is to conduct a gap analysis to assess gaps between essential math workforce competencies and the Virginia math SOLs. A Math Advanced Study (MAS) guide is developed based on the results of the these analyses. The second component includes teacher professional development and ongoing coaching. In addition, Khan Academy videos are incorporated into homework assignments. The third component is a Family Math Night, where participating teachers plan the events and hold at least one (but preferably two) Family Math Nights each year for each school. The fourth component includes a project website and social media presence to serve as resources to teachers, students, and families. The fifth component is an annual STEM career event, planned and hosted by members of the community. The sixth component is to provide access to computers and technology support for students. The implementation team works with the school principal and district technology staff to ensure that all students and families have access to the necessary technology. This access includes providing tablets and internet to families without existing access and allowing students to complete online videos through the MARi website.

Comparison Group

Comparison LEAs were identified using propensity score matching and continued business as usual during the course of the study.

Support for implementation

Teachers were provided with professional development and ongoing coaching.


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