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Download a Ramp-Up Brochure

This overview of Ramp-Up mathematics includes views of the classroom as well as teachers and students experiences with the program.

 

A rigorous, yearlong math intervention course that accelerates the learning of middle and high school students who are far behind grade level

Ramp-Up Mathematics is a proven, research-based program that gives struggling students more time—up to 90 minutes daily—to learn, practice, discuss, and think about math. It includes

  • Instruction in the core skills, problem solving and concepts
  • Classroom management “rituals and routines” that provide more instructional time and help teachers effectively differentiate instruction
  • An approach to arithmetic and algebra fundamentals, such as linear notation, that smooths the transition to Algebra I
  • A comprehensive assessment system 

Two Ramp-Up Mathematics courses target student needs.

  • Ramp-Up to Pre-Algebra prepares middle school students to complete Algebra I by the end of 8th grade.
  • Ramp-Up to Algebra helps 8th- and 9th-graders catch up in math and learn the foundational concepts they must understand to enter college or prepare for a career.

Both of these innovative programs

  • Engage students in math and help them become better math learners —a skill they will take to future math classes and challenges
  • Focus on “rich” problems—not superficial coverage of unnecessary topics—to deepen understanding of the concepts critical for success in algebra
  • Create a language-rich environment for reading, writing, and talking about mathematics.
  • Support ELL and special needs students
  • Provide extensive high-quality professional development that gives teachers solid grounding in an accelerated approach so they can help their struggling learners

 

“The quality of our student work has improved tremendously since we’ve used Ramp-Up Mathematics. The students know and understand more mathematics; they are much more engaged in the learning and thus they are willing to put more effort into their work. They are also learning to take more responsibility for learning. I think they have more of an investment in what they do.”

– Claire Pierce, math coach, Summerville Middle School, Summerville, Georgia