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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

- 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

- 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 Effectiveness Report, APS-GA

2011-12 School Year

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 |

20

40

15

25

10

15

- Avg tutoring time
- Variation 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.

- Pre-test
- Post-test

140

104

36

53

20

33

5

11

- 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

- Below Basic Level (0-69)
- Basic Level (70-79)
- Strong Level (80-89)
- Advanced (90-100)

- Below Basic Level (0-69)
- Basic Level (70-79)
- Strong Level (80-89)
- Advanced (90-100)

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

- 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

- 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 Effectiveness Report, Bibb, GA

2011-12 School Year

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 |

20

40

15

32

10

20

- Avg tutoring time
- Variation 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.

- Pre-test
- Post-test

138

80

5

43

8

18

2

12

- 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

- Below Basic Level (0-69)
- Basic Level (70-79)
- Strong Level (80-89)
- Advanced (90-100)

- Below Basic Level (0-69)
- Basic Level (70-79)
- Strong Level (80-89)
- Advanced (90-100)

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

- 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

- 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 Effectiveness Report, Clarke, GA

2011-12 School Year

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 |

20

36

15

28

10

22

- Avg tutoring time
- Variation 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.

- Pre-test
- Post-test

110

60

10

42

7

16

3

12

- 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

- Below Basic Level (0-69)
- Basic Level (70-79)
- Strong Level (80-89)
- Advanced (90-100)

- Below Basic Level (0-69)
- Basic Level (70-79)
- Strong Level (80-89)
- Advanced (90-100)

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

- 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

- Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Effectiveness Report, Richmond, GA

2011-12 School Year

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 |

20

35

15

28

10

18

- Avg tutoring time
- Variation 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.

- Pre-test
- Post-test

620

357

67

235

15

79

1

32

- 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

- Below Basic Level (0-69)
- Basic Level (70-79)
- Strong Level (80-89)
- Advanced (90-100)

- Below Basic Level (0-69)
- Basic Level (70-79)
- Strong Level (80-89)
- Advanced (90-100)

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

- 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

- Virtual Coaches encourage the students in understanding the concepts as and when need arises.

Program Effectiveness Report, Muscogee-GA

2011-12 School Year

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 |

20

44

15

30

10

18

- Avg tutoring time
- Variation 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.

- Pre-test
- Post-test

152

91

43

73

18

39

7

17

- 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

- Below Basic Level (0-69)
- Basic Level (70-79)
- Strong Level (80-89)
- Advanced (90-100)

- Below Basic Level (0-69)
- Basic Level (70-79)
- Strong Level (80-89)
- Advanced (90-100)