We’re big fans of data. Conducting research and evaluating results are core aspects of our mission.
A number of studies conducted between 2014 and 2017 show that Read to Lead consistently produces impressive gains among the most struggling readers. It also improves students’ writing skills and helps them develop key life and career skills that are critical for success in school and beyond.
After the Storm closes the achievement gap in reading for students in high-poverty schools, according to results from 1,450 students who used the game in its first year. While students started the program reading at a level below the national norms, students jumped ahead of their peers and completed the program at a reading level higher than national norms.
9 out of 10 teachers who used After the Storm saw improvements in skills considered critical for 21st century careers.
Teachers who used After the Storm reported improvements in leadership skills, such as problem-solving, decision-making and persistence. Teachers also said that the game helps students connect schoolwork to career possibilities and leads to increased career awareness.
A multiple school-year study from Metis Associates shows that students who participated in our game-based blended learning programs made statistically significant reading gains.
Results from more than 7,000 students were measured, including students from the New York City Public Schools, the Diocese of Brooklyn, and the Archdiocese of New York. Over one school year, students’ reading gains were comparable to what is typically seen in approximately one and a half years.
Students from low-income communities experience a two-month loss in reading during the summer as compared to their more affluent peers. Our programs are reversing this “summer slide.”
Metis Associates conducted an analysis of approximately 2,000 4th-9th graders over four summers who participated in our programs in New York City, Chicago, Newark, and Memphis. On average, students gained three months in reading after just four to five weeks of using Classroom, Inc. The graph provides a snapshot of substantial gains from 8th and 9th graders.
Since our inception in 1991, we’ve served thousands of educators and hundreds of thousands of students.
For years, we’ve witnessed students using our programs become more engaged in their schooling because they understand the connection between school and the real world.
We developed a transition to high school program in 2010 to support incoming NYC 9th graders. Read the case study.
Students are more engaged if they grasp how what they are learning today impacts them tomorrow. Our programs are based around this core belief. Click the image to hear from one principal.
We asked teachers what they liked most about using After the Storm: The Daily Byte. Three themes emerged: the game is engaging; students’ learning is based on their pace and personalized for their level; and students hold a rare decision-making role.
Our Scientific Research Base is the foundation of our work. This comprehensive document demonstrates the ways in which the organization has integrated key research recommendations into its instructional design and practice.