The following shows how the Quarter Mile is perfect for those working below grade level whether they are simply needing review or remediation or are special ed./special needs, At Risk, or Title 1:

Pace set by the player.
As the player types in the correct answer to the first problem, his car or horse takes off and the next problem appears. Then the game proceeds only as fast as the player is able to provide the answers-the program waits for the player.

Early rewards.
Because the initial competitors are designed to be very slow, the student usually wins his first races. These rewards motivate the student to continue.

Achievable progress.
One by one the slow opponents are replaced by the player's own previous best races. After five races, the player is racing only against himself, specifically, replays of his previous best five races. The competition increases but is never greater than the player's own best performances. Self-competition creates a comfort level that encourages the student to keep playing and improving his performance.

Focused practice and monitored progress.
The teacher can have a student work on a specific skill level by choosing a very focused, skill-specific topic. Then the teacher can track the student's progress day
by day.

Constant positive reinforcement.
The Quarter Mile is filled with rewards-no penalties or other discouraging features. The cars or horses never slow down because of a wrong answer. The player is never told he "lost" a race. He can only win, come in second, third, etc., and he is praised or encouraged for his efforts.

Confidence and self-esteem built through achievement.
As mentioned above, the program registers even the smallest improvement which would be imperceptible if the student was using any other media. The player will come in first if he can beat his previous fastest race, even by the smallest time increment. These successes continue to build the confidence and self-esteem that is so important to his progress and healthy development.

Active learning.
As the player works to win his next race and improve his scores, he is learning his math facts through concentrated drill, and he is enjoying the process.

Shared activity—individual pace and progress.
Inasmuch as each student plays independently, players of all skill levels can enjoy the Quarter Mile side by side without feeling intimidated or influenced by each other.

Attention span and endurance.
Students can use it as long as they want. However, most races are short, usually less than one minute. So, the student can stop at any time and resume his work in a topic later, picking up right where he left off.

Stimulation control.
Sound effects which enhance the activity for some can be too stimulating for others. These can be reduced or turned off.

Long term gains.
The continuous drill provided by the Quarter Mile necessarily improves the player's retention of math facts. Thus, he is able to apply these improved skills and realize his maximum potential.