An evaluation was conducted on the Next Generation Online Math I course implemented at Philip Barbour High School in Philippi, West Virginia. These online math modules are considered a blended learning environment as they incorporate some level of online learning in a face-to-face environment. Current research in blended learning has not shown consistent results in student achievement. Pre- post-test data, benchmark data, and summative yearly assessment data were collected. Results show that students had significant learning gains but did not typically score mastery on unit post-tests. Students in the blended learning environment, with a non-certified teacher, scored similarly to students in the traditional learning environment, with a non-math certified teacher, on most benchmarks and the summative assessment. Suggested improvements to the Next Generation online math modules include improved capability to load and run videos and applets and an improved design for pre- and post-test
