- In 1995 South Side Middle School in the Rockville Centre School District of New York eliminated tracked math classes, adopted a universal accelerated math program, and instituted heterogeneous grouping, with dramatic results.
- By every measure students benefited from studying accelerated math in heterogeneously grouped classes.
- Universal math acceleration helped close the achievement gaps associated with poverty and ethnicity.
- Initial high achievers, especially Blacks and Latinos, also shared gains in achievement. Universal acceleration can work in the US.
- Universal acceleration did not increase the percentages of students who did not take math courses or who took math courses below their grade levels; indeed, when compared with earlier cohorts, more students took math courses at higher levels.
- Students from a low socioeconomic background who participated in the accelerated program had approximately the same probability of completing Sequential III math (0.37) as did students of middle or high socioeconomic backgrounds who attended South Side before universal acceleration (0.38).
- Being an African American or Latino student had been associated with lower odds of completing advanced math courses, but universal acceleration almost entirely offset these previously lower odds.