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McGraw Hill’s ALEKS® has won two prestigious 2020 CODiE Awards for its ALEKS Placement, Preparation and Learning (PPL) and chemistry courseware solutions, the Software and Information Industry Association (SIIA) announced earlier this week. The awards are the latest recognition for McGraw Hill ALEKS, which has served millions of K-12 and college level math and chemistry students for over 20 years.

The two 2020 awards won for ALEKS are: Best Formative Student Assessment Solution – ALEKS PPL, and Best Science Instructional Solution for Grades 9-12 and Higher Education – ALEKS Chemistry.

The SIIA administers the CODiE Awards every year to recognise the most innovative technologies in the software industry. The CODiE Awards are the only peer-recognised awards program that centers on acknowledging educational learning systems, content and software.

McGraw Hill ALEKS is a personalised and dynamic learning software that is rooted in over 20 years of learning science research and analytics. The software saves students time and money by diagnosing exactly where they are at in their learning journey and providing personalised instruction that allows them to progress at their own pace, boosting their confidence along the way. Use of ALEKS has grown steadily over time with 5.2 million unique users in McGraw Hill’s most recent fiscal year, up 12 percent compared to the previous year. In 2019, McGraw Hill celebrated the 20th anniversary of ALEKS, launching a national teaching award recognising educators who used ALEKS to unlock the potential of their students. For 2020, CODiE Awards follow three won in 2019 for ALEKS PPL and the ALEKS math courseware.

ALEKS PPL effectively prepares students for math courses where they have a strong opportunity to succeed. More than just a placement exam, PPL offers a powerful combination of accurate assessment of math ability and personalised learning to review and refresh lost knowledge. Colleges and high schools turn to ALEKS PPL to help bridge the math gap and support students by helping them bypass courses they don’t need and passing those that support their academic progress.

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