More than 1 million students and families have used Stanford’s digital education solutions to enhance their learning experience and maximize achievement.
Recent independent research by New York University has confirmed that Stanford’s adaptive learning programs are proven to accelerate achievement for varying levels of students. The study, performed by NYU’s Metropolitan Center for Research on Equity and the Transformation of Schools, found that EPGY program participants scored higher on average – in some cases by 45 percent – on standardized achievement tests compared to those outside the program. The NYU Study showed that our adaptive learning programs and blended learning implementation model:
- Positively impact K-8 student achievement in mathematics and language arts across the board, regardless of pre-existing student skill levels or demographics
- Help institutions identify and support learners who may need intervention or specialized attention
- Significantly improve student achievement on standardized tests
- Help identify potential systemic issues and accurately predict future student performance
Dozens of peer-reviewed studies, published in leading scientific journals, have evaluated the efficacy of the EPGY program. Below is just a sampling of published studies which have found that adaptive learning programs developed by Stanford University increase achievement for students at all levels.
Efficacy in Schools
The Metropolitan Center for Research on Equity and the Transformation of Schools at New York University conducted a thorough examination of the research on Stanford University’s Education Program for Gifted Youth (EPGY). The findings in the report were clear and unequivocal: EPGY is a powerful tool with enormous potential for assisting schools in meeting the needs of individual students.
Motivated by the Federal Title I program to improve the Math and Language Arts learning of underachieving students of low socioeconomic status, the Education Program for Gifted Youth (EPGY) at Stanford University has developed computer-based online Math and Language Arts courses for such students in elementary and middle schools. Using several large student samples, the four-year statistical assessment of state test performance is the focus of this report. The gains made by individual students are, to a large extent, monotonically increasing in their amount of net correct computer-based course work, and to an even larger extent monotonically decreasing as pre-test scores rise, a result that favors technological support of the more underachieving students.
Stanford University’s Education Program for Gifted Youth (EPGY) conducted a randomized-treatment experiment during the 2006-2007 school year to test the efficacy, for Title I students, of the technological and individualized EPGY Kindergarten through Grade 5 Mathematics Course Sequence, modified for the Title I schools. Restricting attention to students who were in the top half of the distribution of correct first-exercise attempts (a measure of work and engagement), we found substantial and statistically significant improvements in the 2007 California Standardized Math Tests (CST) compared to those of matched control students.
Efficacy for Gifted and Talented Students
In a November 2014 analysis, researchers calculated the efficacy of both Tutor Supported and Independent Study versions of GiftedandTalented.com’s (G&T.com) adaptive online mathematics course, EPGY Mathematics. The analysis revealed that G&T.com’s Tutor Supported version of the program helps students finish two grade levels beyond their chronological grade. G&T.com’s Independent Study math learning program, which provides online courseware only, helps students finish an average of one grade level beyond their chronological grade.
We examine student performance in computer-based calculus and linear algebra courses offered by Stanford University to pre-college students of high mathematical ability. Our analysis puts special emphasis on modeling student performance over time and on capturing long-term trend effects. The sequential nature of students’ responses to course exercises is characterized through the use of stochastic and nonlinear models.
A computer-based course in Advanced Placement Calculus AB, developed at the Institute for Mathematical Studies in the Social Sciences at Stanford University, was completed by 13 gifted students in grades 7-10 from seven different junior and senior high schools. The students took the Advanced Placement Calculus AB examination and all passed, with six of them scoring a 5 (the highest grade).
Redbird Advanced Learning is proud to work with innovative schools and districts throughout the United States, serving over 150,000 students annually. As part of our efficacy research, partner districts have helped establish the performance of our programs in a variety of learning environments and with a spectrum of student populations.
See a sampling of the results we’ve achieved with our school partners below.
In 2007, Memphis City Schools in Shelby County, Tennessee (now known as the Shelby County Schools system), introduced digital education tools developed by Stanford University into classrooms where 12,000 students required Tier II mathematics intervention. As of 2013, this initiative has grown to serve more than 65,000 students annually – nearly half of the 140,000 students in the Shelby County Schools system – and has expanded to include language arts courseware.
Digital adaptive learning has proven extremely successful in catalyzing and accelerating student growth in mathematics. This achievement is measured by progress in digital courseware, and validated by consistent gains in Tennessee Comprehensive Assessment Program (TCAP) scores.
To learn more about our work with Shelby County Schools directly from teachers, parents and students click here.
As the seventh-largest school district in California, the San Francisco Unified School District (SFUSD) serves more than 55,000 students annually. Since 2007, SFUSD has integrated online, adaptive learning programs. The digital curriculum and implementation support programs were initially introduced to improve achievement among students in the high-poverty Bayview district of San Francisco. Since then, more SFUSD schools have added Stanford’s digital courseware to supplement traditional curricula. As a result, the district’s Research, Planning and Accountability department performed several analyses of the impact of digital education tools developed by Stanford University on student performance. The most recent study, completed in 2012, showed that “elementary results were again positive overall for students” and were “quite strong for students who used it the recommended amount of time (60 minutes or more per week).” (Newton, Cook, Khanna, Fredericks & Link, 2012)
Weld County School District 6 is the 13th-largest school district in Colorado. The district serves more than 19,000 students in the Colorado communities of Greeley and Evans. In 2009, Weld County School District 6 introduced digital education solutions developed by Stanford University to students in their Gifted and Talented Education Program. After two years of using Stanford’s digital mathematics curriculum, the district saw strong academic outcomes on the Colorado Student Assessment program. In fact, in 2011, 91 percent of students using these digital, adaptive learning tools scored in the advanced category for mathematics, and 7 students earned perfect scores. Growth scores were also strong, with 50 percent of students showing High Growth, 29 percent showing Typical Growth and only 18 percent showing Low Growth.
The Tuba City School District serves nearly 2,000 students in Coconino County, in northwestern Arizona. Tuba City is located in the Navajo Nation, and most students are of Native American descent. School administrators stated that one of the reasons they chose to introduce digital education programs developed by Stanford University to students is that the programs include content and learning methods that enhance cultural and educational values that are important to Navajo and Hopi students.
Since 2010, all five of Tuba City’s elementary and middle schools have participated in a district-wide program where students use online adaptive learning courses as a supplement to standard in-classroom math and language arts curricula. The results are promising: For example, regular use of adaptive mathematics courses has helped students to catch up to their grade level in math, with many students showing aptitude increases of one year or more in just one semester.