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 Gary Community School District in the State of Indiana.
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 Gary Community School Corporation, IN
387 students from different schools of Gary Community School District, IN, 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, Gary, IN
2011-12 School Year
- Avg Pre-Test (%)
- Avg Post-Test (%)
- Avg Improvement
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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 387 students who attended at least 20 Hours Online sessions, 130 students showed average 54%
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
- 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 12 hours online sessions showed an average of 13% improvement in their post-test performance.
- Students completing an average of 15 hours online sessions showed an average of 26% improvement in their post-test performance.
- Students averaging over 20 hours online sessions showed an average of 54% 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
Figure 3.0 Transition in the proficiency levels
- After program engagement, the total number of students who were below Basic Level (0-69) went from 375 to 311
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 8 to 38 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)