In a statistical study of middle school student learning, students with learning difficulties who learned algebra equations through Multisensory Algebra outperformed peers with similar math backgrounds who were taught by the same teacher but learned through traditional abstract instruction. Each student and the matched peer was taught by the same teacher and same curriculum, were the same age and grade level, had the same achievement stanine, and earned the same grade in their present math course and the pretest. The only statistical difference was the outcome. See Witzel, Mercer, and Miller (2003) for a detailed description of the research.

Statistical Comparisons

In another investigation that measured the performance of 231 students in a school district, students who learned transformational equations through Multisensory Algebra outperformed their traditionally taught peers. These scores were consistent across student statewide math achievement scores (grouped by lowest third, middle third, and upper third) even though the Multisensory Algebra group averaged 0.51 achievement stanines below their traditionally taught peers and had a higher percentage of students with disabilities.