Arkansas | 2019/20


Based on promising outcomes, AR expanded the Little Rock pilot to 1,200 students in 18 schools and 8 districts. More than 13,000 videos were watched and more than 24,000 in-platform quizzes completed. Average in-platform Pre-Test scores improved from 50% (before watching a math music video) to 80% on the Post-Test.

Little Rock, AR | 2019


In a pilot at a low-performing school, just 4.2% of 9th graders were at grade level in math. Within days of watching math music videos, students who had never received an A in math were scoring 100% on in-platform quizzes. After 4 weeks on Muzology, 94% of students earned perfect scores (100%) on the Proficient Level Post-Test, whereas 8% of student earned perfect scores on the Pre-Test (before watching a Muzology video).

Hillsborough County SCHOOLS (Tampa, FL) | 2017/18


In a nine-week pilot with 6th-8th grade students (n = 2,761) across 44 schools, average in-platform Pre-Test scores improved from 56% (before watching music videos) to 84% on proficient level Post-Tests. When the pilot ended, 38 teachers across 20 schools continued to use the platform unprompted.

Knox County Schools (Knoxville, TN) | 2017


On a district Pre- and Post-Test diagnostic administered to 200+ outgoing 8th graders, 20% of students increased their performance by more than 40 points after using music-based learning. Before the intervention, 1% of students passed the Pre-Test diagnostic. After music-based learning, 11% of students passed the diagnostic.

Knox County Schools (Knoxville, TN) | 2016/17


Across 3,400 students using Muzology district-wide, 35% of students passed (i.e., score 70% or higher) the in-platform Pre-Test (before watching a Muzology video), whereas 81% passed the in-platform proficient level Post-Test on their first attempt.

Knox County Schools (Knoxville, TN) | 2016


During remedial summer school for outgoing 8th graders, 99% of students (n = 270) showed improvement from baseline on in-platform quizzes after watching music videos; 87% of students improved their baseline score by 50% or more. On a district Pre/Post-Test diagnostic, students improved twice as much on questions with corresponding math music videos compared to questions for which there was no music video, F(1, 112) = 48.8, p < .05, η2 = .30.

Knox County Schools (Knoxville, TN) | 2015


Participants were 62 low-performing 6th graders. The treatment group viewed a series of music videos on fractions; the control group viewed videos with the same information presented conversationally. After a week delay, the music-based treatment condition retained their learning gains; however, the control group returned to near baseline levels, F (1, 60) = 4.84, p < .05, d =.44. Students in the music-based group also answered twice as many questions correctly as compared to the control group, F (1, 62) = 5.64, p < .05, d =.3. Across conditions, students (71%) chose learning with music videos as preferred vs. reading about math or watching videos of people talking about math.