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Accountability
Targeted Assistance
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Provider: Applied Scholastics International
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| Provider Details |
| Program Areas: | Reading, Mathematics |
| Grades: | K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 |
| Place of Service: | Student's School, Student's Home, Business |
| Type of Organization: | Not For Profit |
Experience with:
Limited English Proficient (LEP) students: Yes
Students with disabilities: No |
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| Program Description (written by provider) |
Our organization is non-profit with a strong emphasis on quality. Instruction is provided in small groups and one-on-one where indicated by the student’s needs.
Our program is unique. Not only do students receive targeted tutoring to fill in gaps in their knowledge, they also learn study strategies. This is done using the ASAP or Applied Scholastics Achievement Program, which provides students with step-by-step methods to recognize and overcome learning difficulties.
Whether the student is being tutoring in reading or math, vocabulary development is emphasized to ensure complete mastery of each concept. The ASAP program ensures that each student is actively engaged in the learning process through the use of examples and hands on demonstration. |
| Evidence of Effectiveness (written by provider) |
1.) In a Baton Rouge LA Middle School, 110 at-risk 8th grade students received precise and targeted tutoring using the ASAP Language Arts remediation materials from tutors trained by Applied Scholastics. These students dramatically improved on the LA State Test of English Language Arts compared to non-ASAP students. The number of students in the group achieving the level of basic or above went from 13% to 38.7%.
2.) The ASAP remedial math program was field-tested in 2004 with 227 5th through 8th grade students from an impoverished farming community in Mississippi. Tutoring was delivered to groups of three to five students.
Disaggregated achievement data from the Mississippi annual statewide test for 2003 (pre-test) and 2004 (post-test) and mean scores for the statewide grade level cohorts were analyzed to determine the academic deficit of the tutored students as compared to their statewide peers for each of two years. After only 15 hours of small group tutoring the achievement gap in math was reduced by 46.7% for 5th grade students, 53% for 6th grade students and 10.5% for 8th grade students. Only the 7th graders did not gain relative to peers.
3.) In 2006, the first year of implementing the SES program, 37 elementary and middle school students in a school district in St. Louis County, Missouri, received SES tutoring in reading three hours per week for about 12 weeks. The basic reading skill subtest of the Wide Range Achievement Test (WRAT 3) was administered at the beginning and end of the program to assess the impact of tutoring on student reading achievement. To assure reliability of results, the WRAT 3, a professionally developed, nationally standardized test was administered individually to the students. The equivalent, alternate form was used for the post-test. Complete pairs of scores were obtained for 31 of the 37 students (84%).
Analysis and Results. Raw scores were converted to standard scores for analysis of student performance. When they are based on the normal curve, as on the WRAT, standard scores have the same relative psychometric meaning irrespective of the test or the age or grade level on which they are based, thus they provide a useful means of assessing the magnitude of change both for individual students and for the group as a whole. Twenty-seven of the 31 students (87%) increased their standard score from the pre-test to the post-test. The increases ranged from 3 to 44 standard score points, with 15 points representing one standard deviation on the normal curve. The average gain for the 31 students was 12.3 standard score points – almost a whole standard deviation. These results were obtained in an average of 30.7 hours of tutoring.
4.) In 2007-2008 we provided SES tutoring to Pinellas County FL students. 66 SES students completed and have been post-tested using standardized as well as proprietary assessments. The decoding skills of students working on phonics skills improved an average of 30% on the Decoding Skills Assessment, which uses 100 nonsense syllables and read words to test knowledge of decoding words containing common English graphemes. On average, students who received tutoring in reading increased over one full grade level on the WRAT Reading Test and .7 grade levels in their spelling. Students who received tutoring in math increased on average 1.6 grade levels on the WRAT Arithmetic Test. |
| District(s) Served |
Please note that these are the districts this provider is approved to serve through this contract. Not all of these districts may be required to offer supplemental educational services through Title I of the No Child Left Behind Act. Check with your school or district for more details.
| Boston Public Schools | Brockton Public Schools | Dedham Public Schools |
| Milton Public Schools | Quincy Public Schools | Randolph Public Schools |
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