St math

Can a game change how you feel about math?

Nationwide Results

Across the country, ST Math schools are living proof that an effective digital learning program can make a real impact. Schools using ST Math have repeatedly proven to double or triple their growth in math proficiency.

ST Math meets What Works Clearinghouse (WWC) quasi-experiment and ESSA Tier 2 requirements. And the evidence-based impact of ST Math has been shown through independent, third-party validations as well as annual, transparent evaluations of results of all ST Math school cohorts - well over 100 efficacy studies and counting.

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  • Staff
    • Anderson, Erin - Kindergarten
    • Ballinger, Teresa -Transitional Coach/Art Therapist
    • Billings, Meredith - 4th Grade Math/Science
    • Black, Julie - Kindergarten Assistant
    • Boddie, Cindy - 4th Grade ELA/Social Studies
    • Boggess, Allison - Kindergarten Teacher Assistant
    • Bordeaux, Judy - Records Clerk
    • Boudreaux, Monica - Music
    • Burwell, Katherine - 2nd Grade
    • Cardenez, Brianna- 3rd Grade
    • Carlson, Kelsey - PE Assistant
    • Cochran, Haley - Life Skills
    • Cook, Jeannie - Physical Education
    • Ellett, Jennifer - 4th Grade Reading/Social Studies
    • Estes, Nicole - 5th Grade
    • Ferguson, Molly - 2nd Grade Teacher Assistant
    • Freeman, Lindsey - 3rd Grade
    • Gainey, Julie - Counselor
    • Gouin, Karen - Library Assistant & Inventory Specialist
    • Gunter, Haley - 3rd Grade
    • Gunter, Mandy - 3rd Grade
    • Hairston, Lacey - Kindergarten
    • Hathcock, Tiffany - 1st Grade Teacher Assistant
    • Hengen, Amy - 1st Grade
    • Hill, Alyssa - Kindergarten
    • Hoyt, April - 3rd Grade
    • Huffman, Kimberly - School Nurse
    • Hutto, Lauren - 1st Grade
    • Jackson, Von - Gifted
    • Lacy, Carol - Gifted
    • Levine, Anna - 1st Grade
    • Liberato, Beth - BOOST
    • Lizana, Wendy - Gifted
    • Mann, Jessika - 1st Grade
    • Marshall, Sandra - Librarian
    • McGuffee, Kelli - 2nd Grade
    • Moore, Emily - 3rd Grade
    • Mouring, Cathy - 2nd Grade
    • Nault, Denise - 1st Grade
    • Ortegon, Elisa - 3rd Grade Teacher Assistant
    • Papania, Angela - Kindergarten Teacher Assistant
    • Parker, Tammy - 5th Grade Reading
    • Pietrangelo, Shelby - Kindergarten
    • Resh, Karen - Life Skills Teacher Assistant
    • Rosskopf, Adrienne - 2nd Grade
    • Rudolph, Amy - Special Education/Inclusion
    • Scroubelos, Amanda - 5th Grade ELA/Social Studies
    • Stephenson, Crystal - Administrative Assistant
    • Stewart, Susan - Kindergarten Teacher Assistant
    • Sumrall, Candace - Special Education/Inclusion
    • Taylor, Donna - Speech Pathologist
    • Thomas, Madeline - Kindergarten Teacher Assistant
    • Thompson, Amelia - Life Skills Teacher Assistant
    • Thornton, Elysce - 4th Grade Math/Science
    • Tiner, Sadie - 2nd Grade
    • Vuyovich, Emily - Kindergarten
    • Walker, Jessica - Art
    • Walker, Patricia - 5th Grade Science
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Spatial-Temporal Math (ST Math) is game-based, instructional software for K–12 students created by the MIND Research Institute (MIND). ST Math is integrated into classroom instruction, but can also be used in a computer lab or at home. The ST Math software games begin without language and symbol abstractions by posing math programs as purely visual puzzles. Interactive animated visual manipulatives provide informative feedback to student solutions.

This report presents the findings from an assessment of mathematics outcomes in elementary schools across multiple states that were provided with the ST Math program. Data from 474 treatment schools in 16 states that included grade levels 3 through 5 were used in the evaluation. Of these 474 schools, 392 provided data for grade level 3, 366 provided data for grade level 4, and 374 provided data for grade level 5.

The study found statistically significant differences between the ST-Math group and the matched-comparison group on the percentage of students scoring at or above proficient on the state standardized mathematics assessment. The strength of the effect was equivalent to 0.17 of a standard deviation.

For schools where the ST Math program was implemented with fidelity in at least one grade level there was a difference between the treatment and comparison group on the percentage of students scoring at or above proficient on the state standardized mathematics assessment. The difference was statistically significant with an effect equivalent to 0.35 of a standard deviation.


I spent the night with Pierrot's friend, he pestered me for a long time and tediously, trying to repeat the trip in the forest, but I was. No longer given, the girl, apparently, really liked him, and I felt that I was a dangerous competitor for her. But I understood only one thing, tomorrow I will leave and I will never see him again, and he still has a whole life.

Math st

And I was lying right in the center of the room. - That's great, - Olya was distracted from my penis. - Now we'll hang ourselves. Earring, you misbehaved.

Don't you really remember anything. - Not. - Then you are worth a penny. If you don't remember, then we have nothing more to talk about.

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I sat and waited for Marina. This time she did not move away so quickly. I lay down next to her on her side, leaning on my elbow and began to gently caress her charming, relaxed, temporarily weak-willed body - I kissed her neck. Fell on her amazing, heaving chest, sucked nipples, stroked her tummy with my hands, legs, crotch, but not intensely, so as not to start it again.

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