Program Description
Imagine IM is an Illustrative Mathematics–certified print and digital math program delivering the core K–12 curriculum, enhanced with additional features. This problem-based core curriculum is designed to be used in face-to-face, student-led, whole group instruction. It provides conceptual understanding, procedural fluency, strategic competence, and adaptive reasoning. Students learn by doing, working their way through problems in both mathematical and real-world contexts and constructing arguments using precise language.
Program Outcomes
Imagine IM has four qualifying studies: three prospective quasi-experimental evaluations and one retrospective matched study.
Across the three prospective studies, Imagine IM demonstrates consistent positive impacts on student math achievement. A matched study conducted in a large suburban district involving over 3,000 elementary students measured student achievement using the Galileo Comprehensive Assessment System (GCAS) and the Missouri Assessment Program (MAP). While no differences were found on GCAS for grades 3–5, significant positive impacts were found on the MAP (effect size = +0.38), with especially strong effects for students with disabilities and economically disadvantaged students. In a rural fringe public school district in Maryland, a study of over 700 students in grades K–5 found significant impacts on Acadience Math (effect size = +0.26) and on Grade 2 NWEA MAP Growth Math (effect size = +0.39); effects on the state MCAP assessment (Grades 4–5) were positive but not statistically significant. Similarly, a quasi-experimental study conducted in a small urban district in Iowa involving over 4,400 students in grades K–5 found directionally positive impacts on FastBridge earlyMath (effect size = +0.10) and aMath (effect size = +0.04). Subgroup analyses showed significant positive impacts for students with disabilities and Black students on earlyMath, and for Grade 3 students and students with disabilities on aMath. No meaningful differences were found on the state math assessment.
Finally, a small retrospective matched study of 502 students in grades K–4 found positive impacts on Acadience (effect size = +0.13) and Grade 2 MAP Growth (effect size = +0.42), with no differences for 4th grade students on a state math assessment.
Overall, findings consistently favor Imagine IM, with an average effect size of +0.11 across studies, supporting a Moderate evidence rating.
Staffing Requirements
Each implementing classroom needs one instructional teacher. No additional staffing is required.
Professional Development/Training
In addition to support from the Customer Success team, Imagine Learning offers various virtual and on-site professional learning for teachers and administrators. Sessions for teachers and administrators include learning how to use the Imagine Learning platform training and Imagine IM curriculum training (the latter varies by grade level and district needs).
Technology
The curriculum requires networked computers with mice or tablets and access to the digital platform (though not required as print materials can be purchased by the district).
Implementation Notes
In one study from 2023 (Cook et al.), participating K- 8 teachers (n = 227) from 20 schools responded to a survey, with 86.7% recommending the curriculum to others, finding it to be effective compared to previously used curricula. Respondents noted the program required a good deal of preparation but was “worth it,” as they received adequate professional development prior to implementation, as well as ongoing support. They also largely agreed that the program improved student motivation to persist, challenged them appropriately, and encouraged high-level discussions in math instruction.