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Program Effectiveness Report, 2011-12
Atlanta Public School System, GA

18%
average improvement from Pre- test to Post- test
57%
students achieved 40% improvement.
38%
students transitioned from Below Basic (0-69) to Basic (70-79).
Common
Core State Standards & Curriculum based results with minimal support
Served
a broad range of students grade 3-12 need improvement in math

Introduction

This Program Effectiveness Report (PER) summarizes the Impact that our HighPoints Math Remediation Platform (utilized as Achieve HighPoints Program) had in the Academic Year 2011-12 in Atlanta Public School System in the State of Georgia.

Synopsis of HighPoints Program:

HighPoints Program is interwoven with three critical aspects of Math Teaching essential for the Academic Growth to the students.
  • 1. Mathematics Curricula -Adhering to Common Core standards and State Curriculum Standards
  • 2. Computer-Assisted Instruction -Complimenting and Helping in enhancing Classroom Teaching
  • 3. Progress Trackers -Appraisal of the Progress to Teachers, Parents on Real Time Basis

Key Features of the Program:

The Student Learning Plan (SLP) is developed Dynamically as per the Math Skill of each Individual Student Diagnosed in our in house Pre-Test built in line with Grade Specifications and State Content Standards.
  • Each Instructional Session comprises of 4 Sub Sessions which are planned progressively and helps the students to practice the Math Concept taught in the session.
  • Dynamic Math Knowledge Gaps are identified for each Instructional Session and the subsequent Prerequisites are administered to the students to bridge the gap effectively.
  • Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Attendance Analysis

Focus on the Attendance of the students on the program. The more the student invests quality time on the program the More increase in the Performance of the student. Practice pays dividend is observed.

Program Effectiveness Analysis.

Focus on the Improvement in the Scores in the Primary Student Progress Measuring Tools. Student Math Concept Skills Growth are Analyzed.

High Impact Educational Solutions

HighPoints Math's program is an internet based online program which can be accessed 24/7 from anywhere, is cost effective, and can be used in a variety of ways. This program affords schools the flexibility to utilize it in the way that works best for them and based on their specific needs which are often addressed with customized test focused platforms. One school may choose to use it only in the computer lab during regularly scheduled classes, while another way use it in the lab; before and after school; during unscheduled class periods and lunch; in the library; and in individual classrooms. Students always have access to the platform beyond school hours and weekends. New enhancements and releases are always introduced that make the product more attractive based on input directly from teachers and schools.

Impact of the Program in Atlanta Public School System, GA

More than 200 students from different schools of Atlanta Public School System, GA, grades 3-12 attended online tutoring sessions with the Highpoints Math platform during the academic year 2011-12. The students reflected improvement in their scores from pre-test to post-test can be considered significant improvement. The HighPoints Assessment Test' is used to evaluate students' performance.
Program Effectiveness Report, APS-GA
2011-12 School Year
  • Avg Pre-Test (%)
  • Avg Post-Test (%)
  • Avg Improvement
61
77
16
45
67
22
40
55
15
44
58
14
35
53
18
37
55
18
33
51
18
35
58
23
34
52
18
Grade-3 Grade-5 Grade-6 Grade-7 Grade-8 Grade-9 Grade-10 Grade-11 Grade-12
Figure 1.0, Graph reflecting Score Improvements (Pre-test to Post-test results)

Improved Performance

To achieve desired academic growth students must attend their customized online sessions. The data obtained from 200 students who attended at least 20 Hours Online sessions, 114 students showed average 40% improvement in Post-test.
Figure 2.0 establishes the co-relationship between the performance and average time spent on online sessions. The key observations from the relationship reflects-
20
40
1
15
25
2
10
15
3
  • Avg tutoring time
  • Variation in proficiency levels
Figure 2.0 +20 hour average tutoring time showed improvement in proficiency levels
  • Students completing an average of 20 hours online sessions showed an average of 40% improvement in their post-test performance.
  • Students completing an average of 15 hours online sessions showed an average of 25% improvement in their performance.
  • Students averaging over 10 hours online sessions showed an average of 15% improvement in their post-test performance.

Impact Report: Overall Change in Proficiency

Figures 3.0 and 3.1 below both show the transition from lower proficiency to a higher proficiency which is the primary objective of the learning module.

Impact Report: Overall Change in Proficiency

  • Pre-test
  • Post-test
140
104
Below Basic Level (0-69)
36
53
Basic Level (70-79)
20
33
Strong Level (80-89)
5
11
Advanced (90-100)
Figure 3.0 above reflects the students transition in the proficiency levels as follows:
  • After program engagement, the total number of students who were below Basic Level (0-69) went from 140 to 104 students – reflecting an overall drop in students who ended up at the Below Basic Level
  • Similarly, the total number of students who were at the Basic Level (70-79) went from 36 to 53 students – reflecting an overall improvement in students who ended up at the Basic Level from Below Basic Level, again positively trending up with another powerful improvement overall
  • The remaining data reflect students at the Strong and Advanced levels – these students reported improvement as well reflective of the additional math gains and acceleration that are possible by using the platform
Proficiency Level (PreTest)
  • Below Basic Level (0-69)
  • Basic Level (70-79)
  • Strong Level (80-89)
  • Advanced (90-100)
Proficiency Level (PostTest)
  • Below Basic Level (0-69)
  • Basic Level (70-79)
  • Strong Level (80-89)
  • Advanced (90-100)

Program Effectiveness Report, 2011-12
Bibb School District, GA

22%
average improvement from Pre- test to Post-test
53%
students achieved 40% improvement.
31%
students transitioned from Below Basic (0-69) to Basic (70-79).
Common
Core State Standards & Curriculum based results with minimal support
Served
a broad range of students grade 3-12 need improvement in math

Introduction

This Program Effectiveness Report (PER) summarizes the Impact that our HighPoints Math Remediation Platform (utilized as Achieve HighPoints Program) had in the Academic Year 2011-12 in Bibb School District in the State of Georgia.

Synopsis of HighPoints Program:

HighPoints Program is interwoven with three critical aspects of Math Teaching essential for the Academic Growth to the students.
  • 1. Mathematics Curricula - Adhering to Common Core standards and State Curriculum Standards
  • 2. Computer-Assisted Instruction - Complimenting and Helping in enhancing Classroom Teaching
  • 3. Progress Trackers - Appraisal of the Progress to Teachers, Parents on Real Time Basis

Key Features of the Program:

The Student Learning Plan (SLP) is developed Dynamically as per the Math Skill of each Individual Student Diagnosed in our in house Pre-Test built in line with Grade Specifications and State Content Standards.
  • Each Instructional Session comprises of 4 Sub Sessions which are planned progressively and helps the students to practice the Math Concept taught in the session.
  • Dynamic Math Knowledge Gaps are identified for each Instructional Session and the subsequent Prerequisites are administered to the students to bridge the gap effectively.
  • Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Attendance Analysis

Focus on the Attendance of the students on the program. The more the student invests quality time on the program the More increase in the Performance of the student. Practice pays dividend is observed.

Program Effectiveness Analysis

Focus on the Improvement in the Scores in the Primary Student Progress Measuring Tools. Student Math Concept Skills Growth are Analyzed.

High Impact Educational Solutions

HighPoints Math's program is an internet based online program which can be accessed 24/7 from anywhere, is cost effective, and can be used in a variety of ways. This program affords schools the flexibility to utilize it in the way that works best for them and based on their specific needs which are often addressed with customized test focused platforms. One school may choose to use it only in the computer lab during regularly scheduled classes, while another way use it in the lab; before and after school; during unscheduled class periods and lunch; in the library; and in individual classrooms. Students always have access to the platform beyond school hours and weekends. New enhancements and releases are always introduced that make the product more attractive based on input directly from teachers and schools.

Impact of the Program in the schools of Bibb School District, GA

More than 150 students from different schools of Bibb School District, GA, grades 3-12 attended online tutoring sessions with the Highpoints Math platform during the academic year 2011-12. The students reflected improvement in their scores from pre-test to post-test can be considered significant improvement. The HighPoints Assessment Test' is used to evaluate students' performance.
Program Effectiveness Report, Bibb, GA
2011-12 School Year
  • Avg Pre-Test (%)
  • Avg Post-Test (%)
  • Avg Improvement
45
72
27
47
74
27
44
67
22
49
71
22
53
76
23
51
71
20
40
64
24
35
54
19
37
57
20
43
61
18
Grade-3 Grade-4 Grade-5 Grade-6 Grade-7 Grade-8 Grade-9 Grade-10 Grade-11 Grade-12
Figure 1.0, Graph reflecting Score Improvements (Pre-test to Post-test results)

Improved Performance

To achieve desired academic growth students must attend their customized online sessions. The data obtained from 150 students who attended at least 20 Hours Online sessions, 80 students showed average 40% improvement in Post-test.
Figure 2.0 establishes the co-relationship between the performance and average time spent on online sessions. The key observations from the relationship reflects–
20
40
1
15
32
2
10
20
3
  • Avg tutoring time
  • Variation in proficiency levels
Figure 2.0 +20 hour average tutoring time showed improvement in proficiency levels
  • Students completing an average of 20 hours online sessions showed an average of 40% improvement in their post-test performance.
  • Students completing an average of 15 hours online sessions showed an average of 32% improvement in their post-test performance.
  • Students averaging over 10 hours online sessions showed an average of 20% improvement in their post-test performance.

Impact Report: Overall Change in Proficiency

Figures 3.0 and 3.1 below both show the transition from lower proficiency to a higher proficiency which is the primary objective of the learning module.

Impact Report: Overall Change in Proficiency

  • Pre-test
  • Post-test
138
80
Below Basic Level (0-69)
5
43
Basic Level (70-79)
8
18
Strong Level (80-89)
2
12
Advanced (90-100)
Figure 3.0 above reflects the students transition in the proficiency levels as follows:
  • After program engagement, the total number of students who were below Basic Level (0-69) went from 138 to 80 students – reflecting an overall drop in students who ended up at the Below Basic Level
  • Similarly, the total number of students who were at the Basic Level (70-79) went from 5 to 43 students – reflecting an overall improvement in students who ended up at the Basic Level from Below Basic Level, again positively trending up with another powerful improvement overall
  • The remaining data reflect students at the Strong and Advanced levels – these students reported improvement as well reflective of the additional math gains and acceleration that are possible by using the platform
Proficiency Level (PreTest)
  • Below Basic Level (0-69)
  • Basic Level (70-79)
  • Strong Level (80-89)
  • Advanced (90-100)
Proficiency Level (PostTest)
  • Below Basic Level (0-69)
  • Basic Level (70-79)
  • Strong Level (80-89)
  • Advanced (90-100)

Program Effectiveness Report, 2011-12
Clarke School District, GA

20%
average improvement from Pre- test to Post-test
55%
students achieved 36% improvement.
38%
students transitioned from Below Basic (0-69) to Basic (70-79)
Common
Core State Standards & Curriculum based results with minimal support
Served
a broad range of students grade 3-12 need improvement in math

Introduction

This Program Effectiveness Report (PER) summarizes the Impact that our HighPoints Math Remediation Platform (utilized as Achieve HighPoints Program) had in the Academic Year 2011-12 in Clarke School District in the State of Georgia.

Synopsis of HighPoints Program:

HighPoints Program is interwoven with three critical aspects of Math Teaching essential for the Academic Growth to the students.
  • 1. Mathematics Curricula - Adhering to Common Core standards and State Curriculum Standards
  • 2. Computer-Assisted Instruction - Complimenting and Helping in enhancing Classroom Teaching
  • 3. Progress Trackers - Appraisal of the Progress to Teachers, Parents on Real Time Basis

Key Features of the Program:

The Student Learning Plan (SLP) is developed Dynamically as per the Math Skill of each Individual Student Diagnosed in our in house Pre-Test built in line with Grade Specifications and State Content Standards.
  • Each Instructional Session comprises of 4 Sub Sessions which are planned progressively and helps the students to practice the Math Concept taught in the session.
  • Dynamic Math Knowledge Gaps are identified for each Instructional Session and the subsequent Prerequisites are administered to the students to bridge the gap effectively.
  • Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Attendance Analysis

Focus on the Attendance of the students on the program. The more the student invests quality time on the program the More increase in the Performance of the student. Practice pays dividend is observed.

Program Effectiveness Analysis

Focus on the Improvement in the Scores in the Primary Student Progress Measuring Tools. Student Math Concept Skills Growth are Analyzed.

High Impact Educational Solutions

HighPoints Math's program is an internet based online program which can be accessed 24/7 from anywhere, is cost effective, and can be used in a variety of ways. This program affords schools the flexibility to utilize it in the way that works best for them and based on their specific needs which are often addressed with customized test focused platforms. One school may choose to use it only in the computer lab during regularly scheduled classes, while another way use it in the lab; before and after school; during unscheduled class periods and lunch; in the library; and in individual classrooms. Students always have access to the platform beyond school hours and weekends. New enhancements and releases are always introduced that make the product more attractive based on input directly from teachers and schools.

Impact of the Program in the schools of Clarke School District, GA

More than 130 students from different schools of Clarke School District, GA, grades 6-12 attended online tutoring sessions with the Highpoints Math platform during the academic year 2011-12. The students reflected improvement in their scores from pre-test to post-test can be considered significant improvement. The HighPoints Assessment Test' is used to evaluate students' performance.
Program Effectiveness Report, Clarke, GA
2011-12 School Year
  • Avg Pre-Test (%)
  • Avg Post-Test (%)
  • Avg Improvement
45
64
19
47
68
21
42
62
20
34
52
18
36
54
18
39
63
24
44
64
20
Grade-6 Grade-7 Grade-8 Grade-9 Grade-10 Grade-11 Grade-12
Figure 1.0, Graph reflecting Score Improvements (Pre-test to Post-test results)

Improved Performance

To achieve desired academic growth students must attend their customized online sessions. The data obtained from 130 students who attended at least 20 Hours Online sessions, 72 students showed average 36% improvement in Post-test.
Figure 2.0 establishes the co-relationship between the performance and average time spent on online sessions. The key observations from the relationship reflects-
20
36
1
15
28
2
10
22
3
  • Avg tutoring time
  • Variation in proficiency levels
Figure 2.0 +20 hour average tutoring time showed improvement in proficiency levels
  • Students completing an average of 20 hours online sessions showed an average of 36% improvement in their post-test performance.
  • Students completing an average of 15 hours online sessions showed an average 28% improvement in their post-test performance.
  • Students averaging over 10 hours online sessions showed an average of 22% improvement in their post-test performance.

Impact Report–Overall Change in Proficiency

Figures 3.0 and 3.1 below both show the transition from lower proficiency to a higher proficiency which is the primary objective of the learning module.

Impact Report: Overall Change in Proficiency

  • Pre-test
  • Post-test
110
60
Below Basic Level (0-69)
10
42
Basic Level (70-79)
7
16
Strong Level (80-89)
3
12
Advanced (90-100)
Figure 3.0 above reflects the students transition in the proficiency levels as follows:
  • After program engagement, the total number of students who were below Basic Level (0-69) went from 110 to 60 students –reflecting an overall drop in students who ended up at the Below Basic Level
  • Similarly, the total number of students who were at the Basic Level (70-79) went from 10 to 42 students–reflecting an overall improvement in students who ended up at the Basic Level from Below Basic Level, again positively trending up with another powerful improvement overall
  • The remaining data reflect students at the Strong and Advanced levels – these students reported improvement as well reflective of the additional math gains and acceleration that are possible by using the platform
Proficiency Level (PreTest)
  • Below Basic Level (0-69)
  • Basic Level (70-79)
  • Strong Level (80-89)
  • Advanced (90-100)
Proficiency Level (PostTest)
  • Below Basic Level (0-69)
  • Basic Level (70-79)
  • Strong Level (80-89)
  • Advanced (90-100)

Program Effectiveness Report, 2011-12
Richmond School District, GA

21%
average improvement from Pre- test to Post-test
57%
students achieved 35% improvement.
38%
students transitioned from Below Basic (0-69) to Basic (70-79)
Common
Core State Standards & Curriculum based results with minimal support
Served
a broad range of students grade 3-12 need improvement in math

Introduction

This Program Effectiveness Report (PER) summarizes the Impact that our HighPoints Math Remediation Platform (utilized as Achieve HighPoints Program) had in the Academic Year 2011-12 in Richmond School District in the State of Georgia.

Synopsis of HighPoints Program:

HighPoints Program is interwoven with three critical aspects of Math Teaching essential for the Academic Growth to the students.
  • 1. Mathematics Curricula - Adhering to Common Core standards and State Curriculum Standards
  • 2. Computer-Assisted Instruction - Complimenting and Helping in enhancing Classroom Teaching
  • 3. Progress Trackers - Appraisal of the Progress to Teachers, Parents on Real Time Basis

Key Features of the Program:

The Student Learning Plan (SLP) is developed Dynamically as per the Math Skill of each Individual Student Diagnosed in our in house Pre-Test built in line with Grade Specifications and State Content Standards.
  • Each Instructional Session comprises of 4 Sub Sessions which are planned progressively and helps the students to practice the Math Concept taught in the session.
  • Dynamic Math Knowledge Gaps are identified for each Instructional Session and the subsequent Prerequisites are administered to the students to bridge the gap effectively.
  • Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Attendance Analysis

Focus on the Attendance of the students on the program. The more the student invests quality time on the program the More increase in the Performance of the student. Practice pays dividend is observed.

Program Effectiveness Analysis

Focus on the Improvement in the Scores in the Primary Student Progress Measuring Tools. Student Math Concept Skills Growth are Analyzed.

High Impact Educational Solutions

HighPoints Math's program is an internet based online program which can be accessed 24/7 from anywhere, is cost effective, and can be used in a variety of ways. This program affords schools the flexibility to utilize it in the way that works best for them and based on their specific needs which are often addressed with customized test focused platforms. One school may choose to use it only in the computer lab during regularly scheduled classes, while another way use it in the lab; before and after school; during unscheduled class periods and lunch; in the library; and in individual classrooms. Students always have access to the platform beyond school hours and weekends. New enhancements and releases are always introduced that make the product more attractive based on input directly from teachers and schools.

Impact of the Program in the schools of Richmond School District, GA

About 700 students from different schools of Richmond School District, GA, grades 3-12 attended online tutoring sessions with the Highpoints Math platform during the academic year 2011-12. The students reflected improvement in their scores from pre-test to post-test can be considered significant improvement. The HighPoints Assessment Test' is used to evaluate students' performance.
Program Effectiveness Report, Richmond, GA
2011-12 School Year
  • Avg Pre-Test (%)
  • Avg Post-Test (%)
  • Avg Improvement
50
76
26
58
81
23
49
74
25
44
65
21
48
71
23
39
59
20
36
55
19
34
52
18
33
55
22
33
49
16
Grade-3 Grade-4 Grade-5 Grade-6 Grade-7 Grade-8 Grade-9 Grade-10 Grade-11 Grade-12
Figure 1.0, Graph reflecting Score Improvements (Pre-test to Post-test results)

Improved Performance

To achieve desired academic growth students must attend their customized online sessions. The data obtained from 700 students who attended at least 20 Hours Online sessions, 400 students showed average 35% improvement in Post-test.
Figure 2.0 establishes the co-relationship between the performance and average time spent on online sessions. The key observations from the relationship reflects-
20
35
1
15
28
2
10
18
3
  • Avg tutoring time
  • Variation in proficiency levels
Figure 2.0 + 20 hour average tutoring time showed improvement in proficiency levels
  • Students completing an average of 20 hours online sessions showed an average of 35% improvement in their post-test performance.
  • Students completing an average of 15 hours online sessions showed an average of 28% improvement in their post-test performance.
  • Students averaging over 10 hours online sessions showed an average of 18% improvement in their post-test performance.

Impact Report: Overall Change in Proficiency

Figures 3.0 and 3.1 below both show the transition from lower proficiency to a higher proficiency which is the primary objective of the learning module.

Impact Report: Overall Change in Proficiency

  • Pre-test
  • Post-test
620
357
Below Basic Level (0-69)
67
235
Basic Level (70-79)
15
79
Strong Level (80-89)
1
32
Advanced (90-100)
Figure 3.0 above reflects the students transition in the proficiency levels as follows:
  • After program engagement, the total number of students who were below Basic Level (0-69) went from 620 to 357 students-reflecting an overall drop in students who ended up at the Below Basic Level
  • Similarly, the total number of students who were at the Basic Level (70-79) went from 67 to 235 students-reflecting an overall improvement in students who ended up at the Basic Level from Below Basic Level, again positively trending up with another powerful improvement overall
  • The remaining data reflect students at the Strong and Advanced levels-these students reported improvement as well reflective of the additional math gains and acceleration that are possible by using the platform
Proficiency Level (PreTest)
  • Below Basic Level (0-69)
  • Basic Level (70-79)
  • Strong Level (80-89)
  • Advanced (90-100)
Proficiency Level (PostTest)
  • Below Basic Level (0-69)
  • Basic Level (70-79)
  • Strong Level (80-89)
  • Advanced (90-100)

Program Effectiveness Report, 2011-12
Muscogee School District, GA

21%
average improvement from Pre- test to Post-test
54%
students achieved 44% improvement.
48%
students transitioned from Below Basic (0-69) to Basic (70-79)
Common
Core State Standards & Curriculum based results with minimal support
Served
a broad range of students grade 3-12 need improvement in math

Introduction

This Program Effectiveness Report (PER) summarizes the Impact that our HighPoints Math Remediation Platform (utilized as Achieve HighPoints Program) had in the Academic Year 2011-12 in Muscogee School District in the State of Georgia.

Synopsis of HighPoints Program:

HighPoints Program is interwoven with three critical aspects of Math Teaching essential for the Academic Growth to the students.
  • 1. Mathematics Curricula - Adhering to Common Core standards and State Curriculum Standards
  • 2. Computer-Assisted Instruction - Complimenting and Helping in enhancing Classroom Teaching
  • 3. Progress Trackers - Appraisal of the Progress to Teachers, Parents on Real Time Basis

Key Features of the Program:

The Student Learning Plan (SLP) is developed Dynamically as per the Math Skill of each Individual Student Diagnosed in our in house Pre-Test built in line with Grade Specifications and State Content Standards.
  • Each Instructional Session comprises of 4 Sub Sessions which are planned progressively and helps the students to practice the Math Concept taught in the session.
  • Dynamic Math Knowledge Gaps are identified for each Instructional Session and the subsequent Prerequisites are administered to the students to bridge the gap effectively.
  • Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Attendance Analysis

Focus on the Attendance of the students on the program. The more the student invests quality time on the program the More increase in the Performance of the student. Practice pays dividend is observed.

Program Effectiveness Analysis

Focus on the Improvement in the Scores in the Primary Student Progress Measuring Tools. Student Math Concept Skills Growth are Analyzed.

High Impact Educational Solutions

HighPoints Math's program is an internet based online program which can be accessed 24/7 from anywhere, is cost effective, and can be used in a variety of ways. This program affords schools the flexibility to utilize it in the way that works best for them and based on their specific needs which are often addressed with customized test focused platforms. One school may choose to use it only in the computer lab during regularly scheduled classes, while another way use it in the lab; before and after school; during unscheduled class periods and lunch; in the library; and in individual classrooms. Students always have access to the platform beyond school hours and weekends. New enhancements and releases are always introduced that make the product more attractive based on input directly from teachers and schools.

Impact of the Program in Muscogee School District, GA

220 students from different schools of Muscogee School District, GA, grades 3-12 attended online tutoring sessions with the Highpoints Math platform during the academic year 2011-12. The students reflected improvement in their scores from pre-test to post-test can be considered significant improvement. The HighPoints Assessment Test' is used to evaluate students' performance.
Program Effectiveness Report, Muscogee-GA
2011-12 School Year
  • Avg Pre-Test (%)
  • Avg Post-Test (%)
  • Avg Improvement
61
71
16
59
77
18
57
71
14
56
76
20
53
70
17
42
57
15
38
65
27
36
67
31
36
69
33
35
62
17
Grade-3 Grade-4 Grade-5 Grade-6 Grade-7 Grade-8 Grade-9 Grade-10 Grade-11 Grade-12
Figure 1.0, Graph reflecting Score Improvements (Pre-test to Post-test results)

Improved Performance

To achieve desired academic growth students must attend their customized online sessions. The data obtained from from 220 students who attended at least 20 Hours Online sessions, 118 students showed average 44% improvement in Post-test.
Figure 2.0 establishes the co-relationship between the performance and average time spent tutoring. The key observations from the relationship reflects-
20
44
1
15
30
2
10
18
3
  • Avg tutoring time
  • Variation in proficiency levels
Figure 2.0 + 20 hour average tutoring time showed improvement in proficiency levels
  • Students completing an average of 20 hours online sessions showed an average of 44% improvement in their post-test performance.
  • Students completing an average of 15 hours online sessions showed an average of 30% improvement in their post-test performance.
  • Students averaging over 10 hours online sessions showed an average of 18% improvement in their post-test performance.

Impact Report: Overall Change in Proficiency

Figures 3.0 and 3.1 below both show the transition from lower proficiency to a higher proficiency which is the primary objective of the learning module.

Impact Report: Overall Change in Proficiency

  • Pre-test
  • Post-test
152
91
Below Basic Level (0-69)
43
73
Basic Level (70-79)
18
39
Strong Level (80-89)
7
17
Advanced (90-100)
Figure 3.0 above reflects the students transition in the proficiency levels as follows:
  • After program engagement, the total number of students who were below Basic Level (0-69) went from 152 to 91 students - reflecting an overall drop in students who ended up at the Below Basic Level
  • Similarly, the total number of students who were at the Basic Level (70-79) went from 43 to 73 students-reflecting an overall improvement in students who ended up at the Basic Level from Below Basic Level, again positively trending up with another powerful improvement overall
  • The remaining data reflect students at the Strong and Advanced levels-these students reported improvement as well reflective of the additional math gains and acceleration that are possible by using the platform
Proficiency Level (PreTest)
  • Below Basic Level (0-69)
  • Basic Level (70-79)
  • Strong Level (80-89)
  • Advanced (90-100)
Proficiency Level (PostTest)
  • Below Basic Level (0-69)
  • Basic Level (70-79)
  • Strong Level (80-89)
  • Advanced (90-100)