Canton is a case of a district where differences in outcomes by grade level appeared to be correlated with levels of implementation. Higher levels of implementation were linked to better outcomes, providing some support for evidence that interactive teaching methods are an important ingredient in the program’s success. In addition, Canton was an example of a district where, despite small numbers of students, MathForward had a positive, gap-closing effect for African American students. At the same time, the differences between gains in 2007 to 2008 may have been caused by factors other than MathForward, such as events that took place during the 2007-08 school year.