A project to improve low performing high school students' growth performance scores through a math intervention program constructed within a blended learning model

American student achievement has been on a decline for several years and data shows that it is not improving. It is projected that by 2050 America's lowest achieving students will make up more than half of the U.S. population. The United States ranks 25th in mathematical literacy and the average score fell below the Organization for Economic Co-operation and Development (OECD) average (OECD, 2007). Over one quarter of American high school students performed below the baseline level of mathematics proficiency at which students began to demonstrate the level of skills that enable them to use mathematics in daily life activities. In order to address these challenges, this project outlines the development of an intervention program titled Blended Learning Math Intervention Program (BLMIP). Based on current research and results of a teacher survey, the intervention program utilized three key components to student success in the 21st century: 1) personalized learning assessment program to enhance differentiated instruction, 2) effective direct classroom instruction and 3) partnership for the 21st century skills and online tools all combined within a blended learning model. This blended learning model included the following characteristics: 1) a shift from lecture-centered to student-centered instruction in which students become active and interactive learners, 2) increase in interaction between student-instructor, student-student, student-content and student-outside resources and 3) integrated formative and summative assessment mechanisms for students and instructors