See Questions About Impact and Attribution . The research results are summarized at Philadelphia IMP Research Summary . The results show IMP is associated with higher student achievement levels regardless of the initial ability level of the student as compared to their traditionally taught peers. That is, high achieving IMP students do better than their high achieving traditionally taught peers, while students with weak math skills do better than their traditionally taught counterparts. Its project director, F. Joseph Merlino cautions that the mere adoption of IMP textbooks is insufficient for success.
Teachers working with students is still at the heart of the learning process.
Intensive and sustained professional development, follow-up classroom support of teachers and strong, clear administrative leadership are essential for the success of IMP, or any program for that matter. We have high implementation standards. Teachers should receive a minimum of 240 hours of training over four years and have in-classroom mentors and opportunity for collegial dialogue. IMP involves difficult mathematics, particularly in Years 3 and 4, as well as different pedagogical techniques. IMP is being used in hundreds of suburban, rural and urban high schools throughout the country.