Study Shows Bridges Students Perform Well

Collin Nelson

SEG Measurement, an independent third-party research firm, recently conducted a study of the effectiveness of Bridges in Mathematics using data from the 2015–16 and 2016–17 school years. Approximately 1,000 students from over 40 classrooms participated in the study. Students who used Bridges were statistically matched with students using another elementary mathematics curriculum in a different district.

By comparing students’ end-of-year scores from their state math assessments (PARCC), SEG Measurement found that students in Bridges classrooms achieved significantly higher scores than others who did not use Bridges.

A study by Alan Cheung and Robert Slavin found that comprehensive programs, such as curricula, generally produce an effect size no larger than +0.15. Bridges, on the other hand, produced an effect size of +0.19 in the fourth grade and +0.18 in the fifth. The increase produced by Bridges is both statistically and educationally meaningful. Students’ state test scores (PARCC) were meaningfully higher after receiving Bridges instruction.

Four out of five educators reported being likely or very likely to recommend Bridges to other educators. Remarkably, every single educator who used Bridges in this study said that Bridges is “effective” or “very effective.” Educators also shared how they feel about Bridges.

“I love Bridges. [T]he interactive lessons make our students become critical thinkers and problem solvers.”

 “Bridges has truly helped the students at our school learn in a way that is best for them. The variety of strategies taught makes the content accessible to all students.”

“Bridges gives multiple strategies to solve math problems using different operations, and this honors the diverse learning style of students in the classroom.”

Download the full report here. To learn more about Bridges in Mathematics, visit


Collin Nelson is the marketing coordinator for MLC.