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Adelanto School District, CA

18%

average improvement from Pre- test to Post- test

34%

students achieved 12% improvement.

13%

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 2-8 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, Adelanto School District-CA

2014-15 School Year

2014-15 School Year

- Avg Pre-Test (%)
- Avg Post-Test (%)
- Avg Improvement

62 79 17 |
60 82 22 |
59 75 16 |
42 61 19 |
48 69 21 |
45 63 18 |
49 66 17 |

Grade-2 | Grade-3 | Grade-4 | Grade-5 | Grade-6 | Grade-7 | Grade-8 |

20

30

15

38

10

14

- Avg tutoring time
- Variation in proficiency levels

- Students completing an average of 20 hours online sessions showed an average of 30% improvement in their post-test performance.
- Students completing an average of 15 hours online sessions showed an average of 38% improvement in their performance.
- Students averaging over 5 hours online sessions showed an average of 14% improvement in their post-test performance.

- Pre-test
- Post-test

95

83

24

29

17

21

9

12

- After program engagement, the total number of students who were Below Basic Level (0-69) went from 95 to 83 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 24 to 29 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)

Alvord School District, CA

17%

average improvement from Pre- test to Post-test

44%

students achieved 12% improvement.

23%

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 2-4 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, Alvord School District, CA

2014-15 School Year

2014-15 School Year

- Avg Pre-Test (%)
- Avg Post-Test (%)
- Avg Improvement

64 84 20 |
61 76 15 |
51 69 18 |

Grade-2 | Grade-3 | Grade-4 |

15

30

10

38

5

14

- Avg tutoring time
- Variation in proficiency levels

- Students completing an average of 15 hours online sessions showed an average of 30% improvement in their post-test performance.
- Students completing an average of 10 hours online sessions showed an average of 38% improvement in their post-test performance.
- Students averaging over 5 hours online sessions showed an average of 14% improvement in their post-test performance.

- Pre-test
- Post-test

16

13

4

6

1

2

0

0

- After program engagement, the total number of students who were Below Basic Level (0-69) went from 16 to 13 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 4 to 6 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)

Anaheim City School District, CA

13%

average improvement from Pre- test to Post-test

28%

students achieved 12% improvement.

19%

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 2-6 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, Anaheim City School District, CA

2014-15 School Year

2014-15 School Year

- Avg Pre-Test (%)
- Avg Post-Test (%)
- Avg Improvement

58 74 16 |
63 73 10 |
53 66 13 |
38 52 14 |
50 62 12 |

Grade-2 | Grade-3 | Grade-4 | Grade-5 | Grade-6 |

20

12

15

45

10

15

- Avg tutoring time
- Variation in proficiency levels

- Students completing an average of 20 hours online sessions showed an average of 12% improvement in their post-test performance.
- Students completing an average of 15 hours online sessions showed an average 45% improvement in their post-test performance.
- Students averaging over 10 hours online sessions showed an average of 15% improvement in their post-test performance.

- Pre-test
- Post-test

61

45

14

16

2

12

2

6

- After program engagement, the total number of students who were Below Basic Level (0-69) went from 61 to 45 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 14 to 16 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)

Apple Valley Unified School District, CA

20%

average improvement from Pre- test to Post-test

53%

students achieved 12% 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 2-12 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, Apple Valley Unified School District, CA

2014-15 School Year

2014-15 School Year

- Avg Pre-Test (%)
- Avg Post-Test (%)
- Avg Improvement

49 81 32 |
70 89 19 |
54 74 20 |
49 65 16 |
46 55 9 |
38 55 17 |
59 79 20 |
41 62 21 |
46 71 25 |
41 59 18 |
48 67 19 |

Grade-2 | Grade-3 | Grade-4 | Grade-5 | Grade-6 | Grade-7 | Grade-8 | Grade-9 | Grade-10 | Grade-11 | Grade-12 |

15

12

10

9

5

14

- Avg tutoring time
- Variation in proficiency levels

- Students completing an average of 15 hours online sessions showed an average of 12% improvement in their post-test performance.
- Students completing an average of 10 hours online sessions showed an average of 9% improvement in their post-test performance.
- Students averaging over 5 hours online sessions showed an average of 14% improvement in their post-test performance.

- Pre-test
- Post-test

236

187

52

72

37

53

19

32

- After program engagement, the total number of students who were Below Basic Level (0-69) went from 236 to 187 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 52 to 72 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)

Cajon Valley School District, CA

8%

average improvement from Pre- test to Post-test

36%

students achieved 12% 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 2-8 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, Cajon Valley School District-CA

2014-15 School Year

2014-15 School Year

- Avg Pre-Test (%)
- Avg Post-Test (%)
- Avg Improvement

61 73 12 |
72 75 3 |
65 69 4 |
45 52 7 |
50 55 5 |
34 45 11 |
52 60 8 |

Grade-2 | Grade-3 | Grade-4 | Grade-5 | Grade-6 | Grade-7 | Grade-8 |

20

4

15

5

10

8

- Avg tutoring time
- Variation in proficiency levels

- Students completing an average of 20 hours online sessions showed an average of 4% improvement in their post-test performance.
- Students completing an average of 15 hours online sessions showed an average of 5% improvement in their post-test performance.
- Students averaging over 10 hours online sessions showed an average of 8% improvement in their post-test performance.

- Pre-test
- Post-test

141

110

33

33

22

45

11

19

- After program engagement, the total number of students who were Below Basic Level (0-69) went from 141 to 110 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 Strong Level (80-89) went from 22 to 45 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 Basic 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)

Antioch School District, CA

8%

average improvement from Pre- test to Post-test

19%

students achieved 15% improvement.

17%

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 2-11 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, Antioch School District-CA

2014-15 School Year

2014-15 School Year

- Avg Pre-Test (%)
- Avg Post-Test (%)
- Avg Improvement

64 77 13 |
71 76 5 |
63 68 5 |
51 59 8 |
50 56 6 |
37 52 15 |
57 63 6 |
37 47 10 |
48 55 7 |
60 65 5 |

Grade-2 | Grade-3 | Grade-4 | Grade-5 | Grade-6 | Grade-7 | Grade-8 | Grade-9 | Grade-10 | Grade-11 |

20

20

15

9

- Avg tutoring time
- Variation in proficiency levels

- Students completing an average of 20 hours online sessions showed an average of 20% improvement in their post-test performance.
- Students completing an average of 15 hours online sessions showed an average of 9% improvement in their post-test performance.

- Pre-test
- Post-test

81

61

18

23

7

15

2

9

- After program engagement, the total number of students who were Below Basic Level (0-69) went from 81 to 61 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 18 to 23 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)

Arvin Union School District, CA

14%

average improvement from Pre- test to Post-test

22%

students achieved 12% improvement.

12%

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 2-8 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, Arvin Union School District-CA

2014-15 School Year

2014-15 School Year

- Avg Pre-Test (%)
- Avg Post-Test (%)
- Avg Improvement

68 81 13 |
47 77 30 |
61 69 8 |
46 56 10 |
51 66 15 |
36 47 11 |
50 62 12 |

Grade-2 | Grade-3 | Grade-4 | Grade-5 | Grade-6 | Grade-7 | Grade-8 |

20

6

15

10

- Avg tutoring time
- Variation in proficiency levels

- Students completing an average of 20 Hours online sessions showed an average of 6% improvement in their post test performance.
- Students completing an average of 15 Hours online sessions showed an average of 10% improvement in their post test performance.

- Pre-test
- Post-test

28

20

7

8

3

8

1

3

- After program engagement, the total number of students who were Below Basic Level (0-69) went from 28 to 20 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 7 to 8 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)

Victor Valley School District, CA

11%

average improvement from Pre- test to Post-test

29%

students achieved 20% improvement.

20%

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 2-12 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, Victor Valley School District-CA

2014-15 School Year

2014-15 School Year

- Avg Pre-Test (%)
- Avg Post-Test (%)
- Avg Improvement

60 90 30 |
41 52 11 |
59 67 8 |
48 53 5 |
51 58 7 |
50 57 7 |
56 59 3 |

Grade-2 | Grade-7 | Grade-8 | Grade-9 | Grade-10 | Grade-11 | Grade-12 |

20

8

15

6

10

3

- Avg tutoring time
- Variation in proficiency levels

- Students completing an average of 20 hours online sessions showed an avarage of 8% improvement in their post-test performance.
- Students completing an average of 15 hours online sessions showed an average of 6% improvement in their post-test performance.
- Students completing an average of 10 hours online sessions showed an average of 3% improvement in their post-test performance.

- Pre-test
- Post-test

212

177

19

34

16

25

4

15

- After program engagement, the total number of students who were Below Basic Level (0-69) went from 212 to 177 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 19 to 34 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

- 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)

Bakersfield City School District, CA

9%

average improvement from Pre- test to Post-test

29%

students achieved 12% improvement.

14%

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 2-8 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, Bakersfield City School District-CA

2014-15 School Year

2014-15 School Year

- Avg Pre-Test (%)
- Avg Post-Test (%)
- Avg Improvement

57 72 15 |
70 76 6 |
56 67 11 |
39 47 8 |
59 64 5 |
37 46 9 |
46 54 8 |

Grade-2 | Grade-3 | Grade-4 | Grade-5 | Grade-6 | Grade-7 | Grade-8 |

20

14

15

27

- Avg tutoring time
- Variation in proficiency levels

- Students completing an average of 20 hours online sessions showed an avarage of 14% improvement in their post-test performance.
- Students completing an average of 15 hours online sessions showed an average of 27% improvement in their post-test performance.

- Pre-test
- Post-test

114

100

18

19

14

25

2

4

- After program engagement, the total number of students who were Below Basic Level (0-69) went from 114 to 100 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 18 to 19 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

- 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)

Hueneme School District, CA

8%

average improvement from Pre- test to Post-test

26%

students achieved 20% improvement.

18%

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 2-8 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, Hueneme School District-CA

2014-15 School Year

2014-15 School Year

- Avg Pre-Test (%)
- Avg Post-Test (%)
- Avg Improvement

73 77 4 |
66 85 19 |
53 57 4 |
40 45 5 |
35 47 12 |
34 38 4 |
65 71 6 |

Grade-2 | Grade-3 | Grade-4 | Grade-5 | Grade-6 | Grade-7 | Grade-8 |

20

7

15

4

10

10

- Avg tutoring time
- Variation in proficiency levels

- Students completing an average of 20 hours online sessions showed an avarage of 7% improvement in their post-test performance.
- Students completing an average of 15 hours online sessions showed an average of 4% improvement in their post-test performance.
- Students completing an average of 10 hours online sessions showed an average of 10% improvement in their post-test performance.

- Pre-test
- Post-test

51

42

5

9

4

4

1

6

- After program engagement, the total number of students who were Below Basic Level (0-69) went from 51 to 42 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 9 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

- 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)

Kern High School District, CA

7%

average improvement from Pre- test to Post-test

28%

students achieved 20% improvement.

22%

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 9-12 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, Kern High School District-CA

2014-15 School Year

2014-15 School Year

- Avg Pre-Test (%)
- Avg Post-Test (%)
- Avg Improvement

53 61 8 |
51 57 6 |
53 58 5 |
46 52 6 |

Grade-9 | Grade-10 | Grade-11 | Grade-12 |

20

6

15

5

- Avg tutoring time
- Variation in proficiency levels

- Students completing an average of 20 hours online sessions showed an avarage of 6% improvement in their post-test performance.
- Students completing an average of 15 hours online sessions showed an average of 5% improvement in their post-test performance.

- Pre-test
- Post-test

242

198

25

52

18

31

6

10

- After program engagement, the total number of students who were Below Basic Level (0-69) went from 242 to 198 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 25 to 52 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

- 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)

Lake Elsinore Unified School District, CA

12%

average improvement from Pre- test to Post-test

22%

students achieved 20% improvement.

33%

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 2-8 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, Lake Elsinore Unified School District-CA

2014-15 School Year

2014-15 School Year

- Avg Pre-Test (%)
- Avg Post-Test (%)
- Avg Improvement

52 79 27 |
76 85 9 |
65 69 4 |
62 69 7 |
55 59 4 |
51 59 8 |
66 75 9 |

Grade-2 | Grade-3 | Grade-4 | Grade-5 | Grade-6 | Grade-7 | Grade-8 |

20

4

15

3

- Avg tutoring time
- Variation in proficiency levels

- Students completing an average of 20 hours online sessions showed an avarage of 4% improvement in their post-test performance.
- Students completing an average of 15 hours online sessions showed an average of 3% improvement in their post-test performance.

- Pre-test
- Post-test

34

24

7

11

5

11

2

2

- After program engagement, the total number of students who were Below Basic Level (0-69) went from 34 to 24 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 7 to 11 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

- 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)

Grossmont Union High School District, CA

8%

average improvement from Pre- test to Post-test

17%

students achieved 20% improvement.

10%

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 2-12 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, Grossmont Union High SD-CA

2014-15 School Year

2014-15 School Year

- Avg Pre-Test (%)
- Avg Post-Test (%)
- Avg Improvement

53 63 10 |
45 51 6 |
43 49 6 |
44 53 9 |
44 51 7 |

Grade-4 | Grade-9 | Grade-10 | Grade-11 | Grade-12 |

20

5

15

7

- Avg tutoring time
- Variation in proficiency levels

- Students completing an average of 20 hours online sessions showed an average of 5% improvement in their post-test performance.
- Students completing an average of 15 hours online sessions showed an average of 7% improvement in their post-test performance.

- Pre-test
- Post-test

175

163

11

17

8

11

1

4

- After program engagement, the total number of students who were Below Basic Level (0-69) went from 175 to 163 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 11 to 17 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

- 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)

Merced City School District, CA

10%

average improvement from Pre- test to Post-test

19%

students achieved 20% improvement.

28%

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 2-8 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, Merced City School District-CA

2014-15 School Year

2014-15 School Year

- Avg Pre-Test (%)
- Avg Post-Test (%)
- Avg Improvement

72 82 10 |
68 79 11 |
47 59 12 |
50 55 5 |
46 58 12 |
61 67 6 |

Grade-3 | Grade-4 | Grade-5 | Grade-6 | Grade-7 | Grade-8 |

20

5

15

1

- Avg tutoring time
- Variation in proficiency levels

- Students completing an average of 20 hours online sessions showed an avarage of 5% improvement in their post-test performance.
- Students completing an average of 15 hours online sessions showed an average of 1% improvement in their post-test performance.

- Pre-test
- Post-test

58

46

14

16

8

15

3

6

- After program engagement, the total number of students who were Below Basic Level (0-69) went from 58 to 46 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 14 to 16 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

- 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)

Modesto City Elementary School District, CA

8%

average improvement from Pre- test to Post-test

11%

students achieved 15% improvement.

15%

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 2-8 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, Modesto City Elementary School-CA

2014-15 School Year

2014-15 School Year

- Avg Pre-Test (%)
- Avg Post-Test (%)
- Avg Improvement

60 69 9 |
65 75 10 |
44 50 6 |
46 55 9 |
33 39 6 |
57 64 7 |

Grade-3 | Grade-4 | Grade-5 | Grade-6 | Grade-7 | Grade-8 |

20

8

15

4

- Avg tutoring time
- Variation in proficiency levels

- Students completing an average of 20 hours online sessions showed an avarage of 8% improvement in their post-test performance.
- Students completing an average of 15 hours online sessions showed an average of 4% improvement in their post-test performance.

- Pre-test
- Post-test

28

23

4

4

3

5

0

3

- After program engagement, the total number of students who were Below Basic Level (0-69) went from 28 to 23 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 4 to 4 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

- 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)

Moreno Valley Unified School District, CA

9%

average improvement from Pre- test to Post-test

20%

students achieved 20% improvement.

47%

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 2-12 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, Moreno Valley Unified SD-CA

2014-15 School Year

2014-15 School Year

- Avg Pre-Test (%)
- Avg Post-Test (%)
- Avg Improvement

70 77 7 |
75 82 7 |
73 80 7 |
52 60 8 |
64 67 3 |
55 65 10 |
69 80 11 |
55 65 10 |
38 47 9 |
59 74 15 |
42 54 12 |

Grade-2 | Grade-3 | Grade-4 | Grade-5 | Grade-6 | Grade-7 | Grade-8 | Grade-9 | Grade-10 | Grade-11 | Grade-12 |

20

4

15

2

- Avg tutoring time
- Variation in proficiency levels

- Students completing an average of 20 hours online sessions showed an average of 4% improvement in their post-test performance.
- Students completing an average of 15 hours online sessions showed an average of 2% improvement in their post-test performance.

- Pre-test
- Post-test

64

49

25

30

16

26

8

8

- After program engagement, the total number of students who were Below Basic Level (0-69) went from 64 to 49 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 25 to 30 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

- 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)

Paramount Unified School District, CA

10%

average improvement from Pre- test to Post-test

16%

students achieved 20% improvement.

18%

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 2-12 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, Paramount Unified School District-CA

2014-15 School Year

2014-15 School Year

- Avg Pre-Test (%)
- Avg Post-Test (%)
- Avg Improvement

62 67 5 |
60 66 6 |
46 52 6 |
52 56 4 |
38 50 12 |
60 64 4 |
47 51 4 |
45 52 7 |
46 55 9 |
20 60 40 |

Grade-3 | Grade-4 | Grade-5 | Grade-6 | Grade-7 | Grade-8 | Grade-9 | Grade-10 | Grade-11 | Grade-12 |

20

6

15

4

- Avg tutoring time
- Variation in proficiency levels

- Students completing an average of 20 hours online sessions showed an average of 6% improvement in their post-test performance.
- Students completing an average of 15 hours online sessions showed an average of 4% improvement in their post-test performance.

- Pre-test
- Post-test

128

115

13

22

7

10

2

3

- After program engagement, the total number of students who were Below Basic Level (0-69) went from 128 to 115 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 13 to 22 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

- 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)

Perris Union High School District, CA

6%

average improvement from Pre- test to Post-test

20%

students achieved 20% improvement.

3%

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 5-12 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, Perris Union High School District-CA

2014-15 School Year

2014-15 School Year

- Avg Pre-Test (%)
- Avg Post-Test (%)
- Avg Improvement

35 45 10 |
68 74 6 |
47 52 5 |
43 48 5 |
53 58 5 |
53 57 4 |

Grade-7 | Grade-8 | Grade-9 | Grade-10 | Grade-11 | Grade-12 |

20

4

15

6

- Avg tutoring time
- Variation in proficiency levels

- Students completing an average of 20 hours online sessions showed an average of 4% improvement in their post-test performance.
- Students completing an average of 15 hours online sessions showed an average of 6% improvement in their post-test performance.

- Pre-test
- Post-test

41

41

7

1

1

5

2

4

- After program engagement, the total number of students who were Below Basic Level (0-69) went from 41 to 41 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 7 to 1 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

- 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)

Ventura Unified School District, CA

7%

average improvement from Pre- test to Post-test

13%

students achieved 20% improvement.

16%

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 2-8 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, Ventura Unified School District-CA

2014-15 School Year

2014-15 School Year

- Avg Pre-Test (%)
- Avg Post-Test (%)
- Avg Improvement

67 83 16 |
70 76 6 |
58 63 5 |
38 45 7 |
58 62 4 |
28 32 4 |
37 40 3 |

Grade-2 | Grade-3 | Grade-4 | Grade-5 | Grade-6 | Grade-7 | Grade-8 |

20

6

15

4

- Avg tutoring time
- Variation in proficiency levels

- Students completing an average of 20 hours online sessions showed an average of 6% improvement in their post-test performance.

- Pre-test
- Post-test

33

28

3

5

6

8

4

5

- After program engagement, the total number of students who were Below Basic Level (0-69) went from 33 to 28 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 3 to 5 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

- 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)

West Contra Costa Unified School District, CA

11%

average improvement from Pre- test to Post-test

36%

students achieved 20% improvement.

25%

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 2-12 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, West Contra Costa Unified SD-CA

2014-15 School Year

2014-15 School Year

- Avg Pre-Test (%)
- Avg Post-Test (%)
- Avg Improvement

54 70 16 |
65 82 17 |
64 70 6 |
44 50 6 |
54 69 15 |
45 53 8 |
25 32 7 |

Grade-2 | Grade-3 | Grade-4 | Grade-5 | Grade-6 | Grade-7 | Grade-11 |

20

8

15

11

- Avg tutoring time
- Variation in proficiency levels

- Students completing an average of 20 hours online sessions showed an average of 8% improvement in their post-test performance.
- Students completing an average of 15 hours online sessions showed an average of 11% improvement in their post-test performance.

- Pre-test
- Post-test

36

22

7

9

2

7

0

7

- After program engagement, the total number of students who were Below Basic Level (0-69) went from 36 to 22 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 7 to 9 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

- 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)

Southern Kern District, CA

11%

average improvement from Pre- test to Post-test

33%

students achieved 20% 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 2-5 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, Southern Kern District-CA

2014-15 School Year

2014-15 School Year

- Avg Pre-Test (%)
- Avg Post-Test (%)
- Avg Improvement

64 80 16 |
71 85 14 |
68 73 5 |
54 62 8 |

Grade-2 | Grade-3 | Grade-4 | Grade-5 |

20

8

15

9

- Avg tutoring time
- Variation in proficiency levels

- Students completing an average of 20 hours online sessions showed an average of 8% improvement in their post-test performance.
- Students completing an average of 15 hours online sessions showed an average of 9% improvement in their post-test performance.

- Pre-test
- Post-test

23

12

15

11

8

17

2

8

- After program engagement, the total number of students who were Below Basic Level (0-69) went from 23 to 12 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 15 to 11 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

- 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)

San Bernardino City Unified School District, CA

9%

average improvement from Pre- test to Post-test

15%

students achieved 20% improvement.

20%

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 2-12 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, San Bernardino City Unified SD-CA

2014-15 School Year

2014-15 School Year

- Avg Pre-Test (%)
- Avg Post-Test (%)
- Avg Improvement

65 69 4 |
59 78 19 |
61 66 5 |
51 61 10 |
48 61 13 |
35 43 8 |
46 54 8 |
32 35 3 |
69 78 9 |
47 55 8 |

Grade-2 | Grade-3 | Grade-4 | Grade-5 | Grade-6 | Grade-7 | Grade-8 | Grade-9 | Grade-11 | Grade-12 |

20

5

15

4

- Avg tutoring time
- Variation in proficiency levels

- Students completing an average of 20 hours online sessions showed an average of 5% improvement in their post-test performance.

- Pre-test
- Post-test

25

21

4

5

5

6

0

2

- After program engagement, the total number of students who were Below Basic Level (0-69) went from 25 to 21 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 4 to 5 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

- 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)

San Jacinto Unified School District, CA

15%

average improvement from Pre- test to Post-test

15%

students achieved 20% improvement.

36%

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 2-8 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, San Jacinto Unified School District-CA

2014-15 School Year

2014-15 School Year

- Avg Pre-Test (%)
- Avg Post-Test (%)
- Avg Improvement

65 75 10 |
56 80 24 |
38 58 20 |
45 55 10 |
34 51 17 |
64 68 4 |

Grade-3 | Grade-4 | Grade-5 | Grade-6 | Grade-7 | Grade-8 |

20

5

15

4

- Avg tutoring time
- Variation in proficiency levels

- Students completing an average of 20 hours online sessions showed an average of 5% improvement in their post-test performance.

- Pre-test
- Post-test

14

13

3

5

3

0

0

2

- After program engagement, the total number of students who were Below Basic Level (0-69) went from 14 to 13 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 3 to 5 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

- 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)

Bakersfield City School District, CA

9%

average improvement from Pre- test to Post-test

19%

students achieved 20% improvement.

17%

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 2-8 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, Bakersfield City School District-CA

2015-16 School Year

2015-16 School Year

- Avg Pre-Test (%)
- Avg Post-Test (%)
- Avg Improvement

72 80 8 |
56 65 9 |
45 53 8 |
60 67 7 |
44 52 8 |
60 74 14 |

Grade-3 | Grade-4 | Grade-5 | Grade-6 | Grade-7 | Grade-8 |

20

8

15

5

10

6

- Avg tutoring time
- Variation in proficiency levels

- Students completing an average of 20 hours online sessions showed an average of 8% improvement in their post-test performance.
- Students completing an average of 15 hours online sessions showed an average of 5% improvement in their post-test performance.
- Students completing an average of 10 hours online sessions showed an average of 6% improvement in their post-test performance

- Pre-test
- Post-test

142

116

17

23

18

27

2

13

- After program engagement, the total number of students who were Below Basic Level (0-69) went from 142 to 116 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 17 to 23 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

- 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)

Apple Valley Unified School District, CA

10%

average improvement from Pre- test to Post-test

25%

students achieved 20% improvement.

15%

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 2-12 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, Apple Valley Unified School District-CA

2015-16 School Year

2015-16 School Year

- Avg Pre-Test (%)
- Avg Post-Test (%)
- Avg Improvement

70 85 15 |
64 76 12 |
64 73 9 |
45 55 10 |
53 62 9 |
46 55 9 |
62 66 4 |
30 37 7 |
45 56 11 |
55 70 15 |
49 55 6 |

Grade-2 | Grade-3 | Grade-4 | Grade-5 | Grade-6 | Grade-7 | Grade-8 | Grade-9 | Grade-10 | Grade-11 | Grade-12 |

20

6

15

8

- Avg tutoring time
- Variation in proficiency levels

- Students completing an average of 20 hours online sessions showed an average of 6% improvement in their post-test performance.
- Students completing an average of 15 hours online sessions showed an average of 8% improvement in their post-test performance.

- Pre-test
- Post-test

28

24

4

4

5

6

3

6

- After program engagement, the total number of students who were Below Basic Level (0-69) went from 28 to 24 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 4 to 4 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

- 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)

Chaffey Joint Union High School District,, CA

7%

average improvement from Pre- test to Post-test

11%

students achieved 20% improvement.

17%

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 8-12 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, Chaffey Joint Union High SD-CA

2015-16 School Year

2015-16 School Year

- Avg Pre-Test (%)
- Avg Post-Test (%)
- Avg Improvement

49 54 5 |
59 65 6 |
55 65 10 |
34 38 4 |

Grade-9 | Grade-10 | Grade-11 | Grade-12 |

20

6

15

3

- Avg tutoring time
- Variation in proficiency levels

- Students completing an average of 15 hours online sessions showed an average of 3% improvement in their post-test performance.

- Pre-test
- Post-test

30

25

4

5

2

4

2

4

- After program engagement, the total number of students who were Below Basic Level (0-69) went from 30 to 25 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 4 to 5 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

- 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)

Desert Sands Unified School District, CA

10%

average improvement from Pre- test to Post-test

33%

students achieved 20% improvement.

13%

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 2-8 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, Desert Sands Unified School District-CA

2015-16 School Year

2015-16 School Year

- Avg Pre-Test (%)
- Avg Post-Test (%)
- Avg Improvement

77 91 14 |
46 61 15 |
53 59 6 |
50 64 14 |
46 50 4 |
54 60 6 |

Grade-3 | Grade-4 | Grade-5 | Grade-6 | Grade-7 | Grade-8 |

20

14

15

3

- Avg tutoring time
- Variation in proficiency levels

- Students completing an average of 20 hours online sessions showed an average of 14% improvement in their post-test performance.
- Students completing an average of 15 hours online sessions showed an average of 3% improvement in their post-test performance.

- Pre-test
- Post-test

33

26

5

4

2

7

0

3

- After program engagement, the total number of students who were Below Basic Level (0-69) went from 33 to 26 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 4 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

- 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)

Grossmont Union High School District, CA

9%

average improvement from Pre- test to Post-test

18%

students achieved 20% improvement.

12%

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 8-12 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, Grossmont Union High SD-CA

2015-16 School Year

2015-16 School Year

- Avg Pre-Test (%)
- Avg Post-Test (%)
- Avg Improvement

45 55 10 |
42 50 8 |
43 52 9 |
41 49 8 |

Grade-9 | Grade-10 | Grade-11 | Grade-12 |

20

5

15

4

- Avg tutoring time
- Variation in proficiency levels

- Pre-test
- Post-test

86

81

8

10

5

7

3

4

- After program engagement, the total number of students who were Below Basic Level (0-69) went from 86 to 81 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 10 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

- 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)

Hueneme Elementary School District, CA

10%

average improvement from Pre- test to Post-test

25%

students achieved 20% improvement.

27%

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 2-8 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, Hueneme Elementary SD-CA

2015-16 School Year

2015-16 School Year

- Avg Pre-Test (%)
- Avg Post-Test (%)
- Avg Improvement

66 81 15 |
70 80 10 |
55 64 9 |
41 55 14 |
64 70 6 |
45 54 9 |
69 75 6 |

Grade-2 | Grade-3 | Grade-4 | Grade-5 | Grade-6 | Grade-7 | Grade-8 |

20

8

15

5

10

3

- Avg tutoring time
- Variation in proficiency levels

- Students completing an average of 10 hours online sessions showed an average of 3% improvement in their post-test performance.

- Pre-test
- Post-test

30

19

6

8

13

15

3

10

- After program engagement, the total number of students who were Below Basic Level (0-69) went from 30 to 19 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 6 to 8 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

- 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)

Kern High School District, CA

9%

average improvement from Pre- test to Post-test

19%

students achieved 20% improvement.

15%

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 8-12 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, Kern High School District,-CA

2015-16 School Year

2015-16 School Year

- Avg Pre-Test (%)
- Avg Post-Test (%)
- Avg Improvement

48 55 7 |
46 52 6 |
51 62 11 |
47 58 11 |

Grade-9 | Grade-10 | Grade-11 | Grade-12 |

20

5

15

4

- Avg tutoring time
- Variation in proficiency levels

- Pre-test
- Post-test

90

82

12

13

4

6

0

5

- After program engagement, the total number of students who were Below Basic Level (0-69) went from 90 to 82 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 12 to 13 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

- 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)

Merced City School District, CA

8%

average improvement from Pre- test to Post-test

16%

students achieved 20% improvement.

24%

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 2-8 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, Merced City School District-CA

2015-16 School Year

2015-16 School Year

- Avg Pre-Test (%)
- Avg Post-Test (%)
- Avg Improvement

62 70 8 |
43 50 7 |
49 58 9 |

Grade-4 | Grade-5 | Grade-6 |

20

8

15

6

- Avg tutoring time
- Variation in proficiency levels

- Students completing an average of 15 hours online sessions showed an average of 6% improvement in their post-test performance.

- Pre-test
- Post-test

47

35

5

11

7

9

2

6

- After program engagement, the total number of students who were Below Basic Level (0-69) went from 47 to 35 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 11 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

- 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)

Moreno valley Unified School District, CA

9%

average improvement from Pre- test to Post-test

12%

students achieved 20% improvement.

28%

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 2-12 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, Moreno valley Unified SD-CA

2015-16 School Year

2015-16 School Year

- Avg Pre-Test (%)
- Avg Post-Test (%)
- Avg Improvement

70 80 10 |
67 80 13 |
60 71 11 |
55 66 11 |
56 62 6 |
54 58 4 |
64 67 3 |
41 47 6 |

Grade-2 | Grade-3 | Grade-4 | Grade-5 | Grade-6 | Grade-7 | Grade-8 | Grade-10 |

20

4

15

6

- Avg tutoring time
- Variation in proficiency levels

- Pre-test
- Post-test

11

7

2

3

8

9

5

7

- After program engagement, the total number of students who were Below Basic Level (0-69) went from 11 to 7 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 2 to 3 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

- 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)

Paramount Unified School District, CA

8%

average improvement from Pre- test to Post-test

11%

students achieved 20% improvement.

12%

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 2-12 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, Paramount Unified School District-CA

2015-16 School Year

2015-16 School Year

- Avg Pre-Test (%)
- Avg Post-Test (%)
- Avg Improvement

80 83 3 |
42 50 8 |
50 54 4 |
53 58 5 |
44 56 12 |
58 66 8 |
52 63 11 |
38 45 7 |
50 56 6 |
60 66 6 |

Grade-3 | Grade-4 | Grade-5 | Grade-6 | Grade-7 | Grade-8 | Grade-9 | Grade-10 | Grade-11 | Grade-12 |

20

12

15

6

- Avg tutoring time
- Variation in proficiency levels

- Students completing an average of 20 hours online sessions showed an average of 12% improvement in their post-test performance.

- Pre-test
- Post-test

42

35

2

5

3

4

0

3

- After program engagement, the total number of students who were Below Basic Level (0-69) went from 42 to 35 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 2 to 5 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

- 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)

Richland School District,, CA

7%

average improvement from Pre- test to Post-test

20%

students achieved 20% improvement.

40%

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 2-8 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, Richland School District-CA

2015-16 School Year

2015-16 School Year

- Avg Pre-Test (%)
- Avg Post-Test (%)
- Avg Improvement

81 82 1 |
65 75 10 |
61 67 6 |
60 64 4 |
52 65 13 |
48 58 10 |
70 75 5 |

Grade-2 | Grade-3 | Grade-4 | Grade-5 | Grade-6 | Grade-7 | Grade-8 |

20

4

15

5

- Avg tutoring time
- Variation in proficiency levels

- Pre-test
- Post-test

30

24

9

12

10

11

6

8

- After program engagement, the total number of students who were Below Basic Level (0-69) went from 30 to 24 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 9 to 12 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

- 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)

San Bernardino City Unified School District, CA

10%

average improvement from Pre- test to Post-test

11%

students achieved 20% improvement.

37%

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 2-12 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, San Bernardino City Unified SD-CA

2015-16 School Year

2015-16 School Year

- Avg Pre-Test (%)
- Avg Post-Test (%)
- Avg Improvement

70 76 6 |
62 70 8 |
64 70 6 |
39 50 11 |
42 54 12 |
56 66 10 |
38 54 16 |
52 61 9 |
61 68 7 |
53 63 10 |
47 60 13 |

Grade-2 | Grade-3 | Grade-4 | Grade-5 | Grade-6 | Grade-7 | Grade-8 | Grade-9 | Grade-10 | Grade-11 | Grade-12 |

20

4

15

5

- Avg tutoring time
- Variation in proficiency levels

- Pre-test
- Post-test

19

14

5

7

3

4

1

3

- After program engagement, the total number of students who were Below Basic Level (0-69) went from 19 to 14 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 7 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

- 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)

Santa Paula Unified School District, CA

10%

average improvement from Pre- test to Post-test

13%

students achieved 20% improvement.

20%

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 2-12 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, Santa Paula Unified SD-CA

2015-16 School Year

2015-16 School Year

- Avg Pre-Test (%)
- Avg Post-Test (%)
- Avg Improvement

67 83 16 |
66 78 12 |
48 57 9 |
35 41 6 |
59 66 12 |
54 66 7 |
66 70 4 |
41 52 11 |
30 45 15 |
55 60 5 |

Grade-2 | Grade-3 | Grade-4 | Grade-5 | Grade-6 | Grade-7 | Grade-8 | Grade-9 | Grade-10 | Grade-12 |

20

6

15

4

- Avg tutoring time
- Variation in proficiency levels

- Pre-test
- Post-test

41

34

8

8

5

11

1

2

- After program engagement, the total number of students who were Below Basic Level (0-69) went from 41 to 34 studen3ts – 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 8 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

- 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)

Stockton Unified School District, CA

8%

average improvement from Pre- test to Post-test

23%

students achieved 20% improvement.

12%

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 2-12 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, Stockton Unified SD-CA

2015-16 School Year

2015-16 School Year

- Avg Pre-Test (%)
- Avg Post-Test (%)
- Avg Improvement

57 79 22 |
72 77 5 |
56 59 3 |
32 40 8 |
48 55 7 |
45 52 7 |
46 48 2 |
41 50 9 |
35 52 17 |

Grade-2 | Grade-3 | Grade-4 | Grade-5 | Grade-6 | Grade-7 | Grade-8 | Grade-9 | Grade-11 |

20

8

15

4

- Avg tutoring time
- Variation in proficiency levels

- Pre-test
- Post-test

50

41

5

6

8

9

2

9

- After program engagement, the total number of students who were Below Basic Level (0-69) went from 50 to 41 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 6 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

- 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)

Victor Valley Union High School District, CA

11%

average improvement from Pre- test to Post-test

14%

students achieved 20% improvement.

17%

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 2-12 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, Victor Valley Union High SD-CA

2015-16 School Year

2015-16 School Year

- Avg Pre-Test (%)
- Avg Post-Test (%)
- Avg Improvement

60 75 15 |
53 65 12 |
62 68 6 |
39 46 7 |
43 53 10 |
52 67 15 |
45 51 6 |

Grade-2 | Grade-7 | Grade-8 | Grade-9 | Grade-10 | Grade-11 | Grade-12 |

20

6

15

5

- Avg tutoring time
- Variation in proficiency levels

- Pre-test
- Post-test

120

110

15

20

20

23

13

15

- After program engagement, the total number of students who were Below Basic Level (0-69) went from 120 to 110 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 15 to 20 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

- 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)

Alvord Unified School District, CA

9%

average improvement from Pre- test to Post-test

16%

students achieved 20% improvement.

46%

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 2-12 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, Alvord Unified School District-CA

2013-14 School Year

2013-14 School Year

- Avg Pre-Test (%)
- Avg Post-Test (%)
- Avg Improvement

40 50 10 |
62 70 8 |
60 66 6 |
65 75 10 |

Grade-2 | Grade-3 | Grade-4 | Grade-5 |

20

6

15

4

- Avg tutoring time
- Variation in proficiency levels

- Pre-test
- Post-test

37

30

13

17

12

13

6

8

- After program engagement, the total number of students who were Below Basic Level (0-69) went from 37 to 30 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 13 to 17 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

- 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)

Antioch Unified School District, CA

11%

average improvement from Pre- test to Post-test

18%

students achieved 20% improvement.

43%

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 2-12 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, Antioch Unified School District-CA

2013-14 School Year

2013-14 School Year

- Avg Pre-Test (%)
- Avg Post-Test (%)
- Avg Improvement

68 75 7 |
60 70 10 |
55 75 20 |
50 60 10 |
54 59 5 |
45 58 13 |
60 71 11 |
46 60 14 |
34 52 18 |
54 63 9 |

Grade-2 | Grade-3 | Grade-4 | Grade-5 | Grade-6 | Grade-7 | Grade-8 | Grade-9 | Grade-11 | Grade-12 |

20

8

15

5

- Avg tutoring time
- Variation in proficiency levels

- Pre-test
- Post-test

26

20

9

11

10

12

7

9

- After program engagement, the total number of students who were Below Basic Level (0-69) went from 26 to 20 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 9 to 11 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

- 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)

Apple Valley Unified School District, CA

8%

average improvement from Pre- test to Post-test

22%

students achieved 15% improvement.

65%

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 2-12 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, Apple Valley Unified School District-CA

2013-14 School Year

2013-14 School Year

- Avg Pre-Test (%)
- Avg Post-Test (%)
- Avg Improvement

55 60 5 |
53 66 13 |
55 59 4 |
58 67 9 |
43 51 8 |
45 56 11 |
60 64 4 |
54 62 8 |
48 59 11 |
46 57 11 |

Grade-2 | Grade-3 | Grade-4 | Grade-5 | Grade-6 | Grade-7 | Grade-8 | Grade-9 | Grade-10 | Grade-11 |

20

12

15

8

10

6

- Avg tutoring time
- Variation in proficiency levels

- Students completing an average of 20 hours online sessions showed an average of 12% improvement in their post-test performance.
- Students completing an average of 15 hours online sessions showed an average of 8% improvement in their post-test performance.
- Students completing an average of 10 hours online sessions showed an average of 6% improvement in their post-test performance.

- Pre-test
- Post-test

140

115

77

90

108

115

113

118

- After program engagement, the total number of students who were Below Basic Level (0-69) went from 140 to 115 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 77 to 90 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

- 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)

Arvin Union School District, CA

9%

average improvement from Pre- test to Post-test

16%

students achieved 20% improvement.

94%

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 2-12 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, Arvin Union School District-CA

2013-14 School Year

2013-14 School Year

- Avg Pre-Test (%)
- Avg Post-Test (%)
- Avg Improvement

43 55 12 |
54 59 5 |
55 61 6 |
48 59 11 |
60 65 5 |
55 68 13 |
58 67 9 |

Grade-2 | Grade-3 | Grade-4 | Grade-5 | Grade-6 | Grade-7 | Grade-8 |

20

6

15

4

- Avg tutoring time
- Variation in proficiency levels

- Pre-test
- Post-test

16

10

14

15

18

20

9

12

- After program engagement, the total number of students who were Below Basic Level (0-69) went from 16 to 10 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 14 to 15 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

- 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)

Bakersfield City School District, CA

8%

average improvement from Pre- test to Post-test

26%

students achieved 20% 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 2-8 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, Bakersfield City School District-CA

2013-14 School Year

2013-14 School Year

- Avg Pre-Test (%)
- Avg Post-Test (%)
- Avg Improvement

53 65 12 |
60 70 10 |
55 63 8 |
48 55 7 |
58 64 6 |
60 68 8 |
65 70 5 |

Grade-2 | Grade-3 | Grade-4 | Grade-5 | Grade-6 | Grade-7 | Grade-8 |

20

10

15

8

- Avg tutoring time
- Variation in proficiency levels

- Students completing an average of 20 hours online sessions showed an average of 10% improvement in their post-test performance.
- Students completing an average of 15 hours online sessions showed an average of 8% improvement in their post-test performance.

- Pre-test
- Post-test

129

100

52

61

51

58

21

34

- After program engagement, the total number of students who were Below Basic Level (0-69) went from 129 to 100 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 52 to 61 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

- 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)

Barstow Unified School District, CA

10%

average improvement from Pre- test to Post-test

12%

students achieved 20% improvement.

45%

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 2-8 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, Barstow Unified School District-CA

2013-14 School Year

2013-14 School Year

- Avg Pre-Test (%)
- Avg Post-Test (%)
- Avg Improvement

45 56 11 |
55 63 8 |
60 68 8 |
56 65 9 |
62 71 9 |
58 68 10 |
48 58 10 |

Grade-2 | Grade-3 | Grade-4 | Grade-5 | Grade-6 | Grade-7 | Grade-8 |

20

6

15

4

- Avg tutoring time
- Variation in proficiency levels

- Pre-test
- Post-test

18

10

4

8

10

12

6

8

- After program engagement, the total number of students who were Below Basic Level (0-69) went from 18 to 10 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 4 to 8 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

- 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)

Beaumont Unified School District, CA

8%

average improvement from Pre- test to Post-test

16%

students achieved 20% improvement.

70%

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 2-8 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, Beaumont Unified School District-CA

2013-14 School Year

2013-14 School Year

- Avg Pre-Test (%)
- Avg Post-Test (%)
- Avg Improvement

55 65 10 |
60 70 10 |
55 65 10 |
45 55 10 |
58 68 10 |
70 73 3 |
65 68 3 |

Grade-2 | Grade-3 | Grade-4 | Grade-5 | Grade-6 | Grade-7 | Grade-8 |

20

7

15

6

- Avg tutoring time
- Variation in proficiency levels

- Students completing an average of 20 hours online sessions showed an average of 7% improvement in their post-test performance.

- Pre-test
- Post-test

20

10

12

14

12

18

16

18

- After program engagement, the total number of students who were Below Basic Level (0-69) went from 20 to 10 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 12 to 14 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

- 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)

Cajon Valley Union School District, CA

11%

average improvement from Pre- test to Post-test

14%

students achieved 20% improvement.

70%

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 2-8 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, Cajon Valley Union SD-CA

2013-14 School Year

2013-14 School Year

- Avg Pre-Test (%)
- Avg Post-Test (%)
- Avg Improvement

60 77 17 |
58 76 18 |
70 77 7 |
75 84 9 |
70 76 6 |
66 76 10 |
69 76 7 |

Grade-2 | Grade-3 | Grade-4 | Grade-5 | Grade-6 | Grade-7 | Grade-8 |

20

8

15

4

- Avg tutoring time
- Variation in proficiency levels

- Pre-test
- Post-test

50

30

28

35

20

28

15

20

- After program engagement, the total number of students who were Below Basic Level (0-69) went from 50 to 30 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 28 to 35 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

- 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)

Chaffey Joint Union High School District, CA

9%

average improvement from Pre- test to Post-test

12%

students achieved 20% improvement.

33%

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 8-12 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, Chaffey Joint Union High SD-CA

2013-14 School Year

2013-14 School Year

- Avg Pre-Test (%)
- Avg Post-Test (%)
- Avg Improvement

61 70 9 |
61 73 12 |
53 66 13 |
73 75 2 |

Grade-9 | Grade-10 | Grade-11 | Grade-12 |

20

6

15

4

- Avg tutoring time
- Variation in proficiency levels

- Pre-test
- Post-test

40

25

9

13

10

15

3

9

- After program engagement, the total number of students who were Below Basic Level (0-69) went from 40 to 25 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 9 to 13 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

- 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)

Dinuba Unified School District, CA

8%

average improvement from Pre- test to Post-test

26%

students achieved 20% improvement.

18%

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 2-12 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, Dinuba Unified School District-CA

2013-14 School Year

2013-14 School Year

- Avg Pre-Test (%)
- Avg Post-Test (%)
- Avg Improvement

54 65 11 |
69 72 3 |
58 64 6 |
65 74 9 |
56 66 10 |
44 57 13 |
56 62 6 |
48 58 10 |
61 67 6 |
61 63 2 |

Grade-2 | Grade-3 | Grade-4 | Grade-5 | Grade-6 | Grade-7 | Grade-9 | Grade-10 | Grade-11 | Grade-12 |

20

6

15

4

- Avg tutoring time
- Variation in proficiency levels

- Pre-test
- Post-test

9

2

6

8

6

9

0

2

- After program engagement, the total number of students who were Below Basic Level (0-69) went from 9 to 2 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 6 to 8 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

- 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)

Grossmont Union High School District, CA

12%

average improvement from Pre- test to Post-test

22%

students achieved 20% improvement.

19%

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 8-12 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, Grossmont Union High SD-CA

2013-14 School Year

2013-14 School Year

- Avg Pre-Test (%)
- Avg Post-Test (%)
- Avg Improvement

53 65 12 |
56 70 14 |
53 62 9 |
51 64 13 |

Grade-9 | Grade-10 | Grade-11 | Grade-12 |

20

8

15

4

- Avg tutoring time
- Variation in proficiency levels

- Pre-test
- Post-test

218

160

25

40

20

45

8

26

- After program engagement, the total number of students who were Below Basic Level (0-69) went from 218 to 160 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 25 to 40 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

- 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)

Kern High School District, CA

7%

average improvement from Pre- test to Post-test

24%

students achieved 20% improvement.

35%

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 2-12 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, Kern High School District-CA

2013-14 School Year

2013-14 School Year

- Avg Pre-Test (%)
- Avg Post-Test (%)
- Avg Improvement

52 61 9 |
54 59 5 |
62 68 6 |
62 69 7 |

Grade-2 | Grade-9 | Grade-10 | Grade-11 |

20

8

15

6

- Avg tutoring time
- Variation in proficiency levels

- Pre-test
- Post-test

345

250

104

120

87

130

37

73

- After program engagement, the total number of students who were Below Basic Level (0-69) went from 345 to 250 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 104 to 120 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

- 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)

Mendota Unified School District, CA

7%

average improvement from Pre- test to Post-test

18%

students achieved 20% improvement.

35%

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 2-12 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, Mendota Unified School District-CA

2013-14 School Year

2013-14 School Year

- Avg Pre-Test (%)
- Avg Post-Test (%)
- Avg Improvement

62 70 8 |
72 76 4 |
59 67 8 |
60 70 10 |
56 66 10 |
53 59 6 |
62 65 3 |
57 66 9 |

Grade-3 | Grade-4 | Grade-5 | Grade-6 | Grade-9 | Grade-10 | Grade-11 | Grade-12 |

20

12

15

8

- Avg tutoring time
- Variation in proficiency levels

- Pre-test
- Post-test

26

15

7

9

3

9

5

8

- After program engagement, the total number of students who were Below Basic Level (0-69) went from 26 to 15 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 7 to 9 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

- 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)

Lindsay Unified School District, CA

10%

average improvement from Pre- test to Post-test

18%

students achieved 20% improvement.

79%

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 2-12 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, Lindsay Unified School District-CA

2013-14 School Year

2013-14 School Year

- Avg Pre-Test (%)
- Avg Post-Test (%)
- Avg Improvement

55 66 11 |
64 69 5 |
53 59 6 |
59 69 10 |
61 73 12 |
51 68 17 |
58 62 4 |
59 69 10 |
65 73 8 |
62 70 8 |
68 77 9 |

Grade-2 | Grade-3 | Grade-4 | Grade-5 | Grade-6 | Grade-7 | Grade-8 | Grade-9 | Grade-10 | Grade-11 | Grade-12 |

20

10

15

6

- Avg tutoring time
- Variation in proficiency levels

- Students completing an average of 20 hours online sessions showed an average of 10% improvement in their post-test performance.

- Pre-test
- Post-test

14

7

9

11

18

21

12

14

- After program engagement, the total number of students who were Below Basic Level (0-69) went from 14 to 7 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 9 to 11 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

- 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)

Lynwood Unified School District, CA

8%

average improvement from Pre- test to Post-test

16%

students achieved 20% improvement.

41%

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 2-12 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, Lynwood Unified School District-CA

2013-14 School Year

2013-14 School Year

- Avg Pre-Test (%)
- Avg Post-Test (%)
- Avg Improvement

66 70 4 |
56 68 12 |
66 72 6 |
70 76 6 |
64 74 10 |
65 71 6 |
56 66 10 |
57 67 10 |
55 64 9 |
68 73 5 |
64 77 13 |

Grade-2 | Grade-3 | Grade-4 | Grade-5 | Grade-6 | Grade-7 | Grade-8 | Grade-9 | Grade-10 | Grade-11 | Grade-12 |

20

8

15

5

- Avg tutoring time
- Variation in proficiency levels

- Pre-test
- Post-test

77

50

25

31

24

32

15

28

- After program engagement, the total number of students who were Below Basic Level (0-69) went from 77 to 50 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 25 to 31 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

- 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)

Modesto City Elementary School District, CA

7%

average improvement from Pre- test to Post-test

10%

students achieved 20% improvement.

60%

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 2-8 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, Modesto City Elementary SD-CA

2013-14 School Year

2013-14 School Year

- Avg Pre-Test (%)
- Avg Post-Test (%)
- Avg Improvement

55 60 5 |
58 65 7 |
55 63 8 |
65 70 5 |
60 68 8 |
55 62 7 |

Grade-3 | Grade-4 | Grade-5 | Grade-6 | Grade-7 | Grade-8 |

20

8

15

6

- Avg tutoring time
- Variation in proficiency levels

- Pre-test
- Post-test

21

10

5

7

9

11

5

12

- After program engagement, the total number of students who were Below Basic Level (0-69) went from 21 to 10 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 7 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

- 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)

Paramount Unified School District, CA

9%

average improvement from Pre- test to Post-test

22%

students achieved 20% improvement.

60%

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 2-12 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, Paramount Unified School District-CA

2013-14 School Year

2013-14 School Year

- Avg Pre-Test (%)
- Avg Post-Test (%)
- Avg Improvement

54 65 11 |
61 68 7 |
65 72 7 |
55 65 10 |
55 64 9 |
61 69 8 |
56 63 7 |
55 62 7 |
58 65 7 |

Grade-3 | Grade-4 | Grade-5 | Grade-6 | Grade-7 | Grade-8 | Grade-9 | Grade-10 | Grade-11 |

20

6

15

8

- Avg tutoring time
- Variation in proficiency levels

- Pre-test
- Post-test

71

50

31

40

51

58

25

30

- After program engagement, the total number of students who were Below Basic Level (0-69) went from 71 to 50 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 31 to 40 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

- 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)

Perris Union High School District, CA

10%

average improvement from Pre- test to Post-test

16%

students achieved 20% improvement.

60%

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 2-12 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, Perris Union High School District-CA

2013-14 School Year

2013-14 School Year

- Avg Pre-Test (%)
- Avg Post-Test (%)
- Avg Improvement

55 65 10 |
60 70 10 |
57 66 9 |
57 72 15 |
57 59 2 |
58 68 10 |

Grade-7 | Grade-8 | Grade-9 | Grade-10 | Grade-11 | Grade-12 |

20

6

15

8

- Avg tutoring time
- Variation in proficiency levels

- Pre-test
- Post-test

45

25

8

16

13

19

12

18

- After program engagement, the total number of students who were Below Basic Level (0-69) went from 45 to 25 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 16 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

- 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)

Anaheim City School District, CA

8%

average improvement from Pre- test to Post-test

8%

students achieved 20% improvement.

60%

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 2-8 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, Anaheim City School District-CA

2013-14 School Year

2013-14 School Year

- Avg Pre-Test (%)
- Avg Post-Test (%)
- Avg Improvement

61 67 6 |
54 68 14 |
63 71 8 |
62 69 7 |
55 71 16 |

Grade-2 | Grade-3 | Grade-4 | Grade-5 | Grade-6 |

20

6

15

8

- Avg tutoring time
- Variation in proficiency levels

- Pre-test
- Post-test

38

24

16

18

13

16

4

13

- After program engagement, the total number of students who were Below Basic Level (0-69) went from 38 to 24 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 16 to 18 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

- 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)

Stockton Unified School District, CA

7%

average improvement from Pre- test to Post-test

22%

students achieved 20% improvement.

60%

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 2-12 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, Stockton Unified School District-CA

2013-14 School Year

2013-14 School Year

- Avg Pre-Test (%)
- Avg Post-Test (%)
- Avg Improvement

42 55 13 |
57 63 6 |
59 66 7 |
65 71 6 |
59 64 5 |
71 77 6 |
68 74 6 |
48 68 20 |
45 56 11 |
53 64 11 |
56 68 12 |

Grade-2 | Grade-3 | Grade-4 | Grade-5 | Grade-6 | Grade-7 | Grade-8 | Grade-9 | Grade-10 | Grade-11 | Grade-12 |

20

9

15

6

- Avg tutoring time
- Variation in proficiency levels

- Students completing an average of 20 hours online sessions showed an average of 9% improvement in their post-test performance.

- Pre-test
- Post-test

81

60

8

10

21

25

1

16

- After program engagement, the total number of students who were Below Basic Level (0-69) went from 81 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 8 to 10 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

- 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)

Ventura Unified School District, CA

8%

average improvement from Pre- test to Post-test

12%

students achieved 20% improvement.

60%

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 2-8 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, Ventura Unified School District-CA

2013-14 School Year

2013-14 School Year

- Avg Pre-Test (%)
- Avg Post-Test (%)
- Avg Improvement

63 77 14 |
68 75 7 |
55 62 7 |
53 60 7 |
54 62 8 |
61 68 7 |
65 73 8 |

Grade-2 | Grade-3 | Grade-4 | Grade-5 | Grade-6 | Grade-7 | Grade-8 |

20

8

15

4

- Avg tutoring time
- Variation in proficiency levels

- Pre-test
- Post-test

20

10

14

15

12

14

9

16

- After program engagement, the total number of students who were Below Basic Level (0-69) went from 20 to 10 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 14 to 15 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

- 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)

Visalia Unified School District, CA

8%

average improvement from Pre- test to Post-test

14%

students achieved 20% improvement.

60%

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 2-8 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, Visalia Unified School District-CA

2013-14 School Year

2013-14 School Year

- Avg Pre-Test (%)
- Avg Post-Test (%)
- Avg Improvement

48 60 12 |
68 75 7 |
54 63 9 |
58 65 7 |
56 66 10 |
59 67 8 |
52 64 12 |

Grade-2 | Grade-3 | Grade-4 | Grade-5 | Grade-6 | Grade-7 | Grade-8 |

20

12

15

6

- Avg tutoring time
- Variation in proficiency levels

- Pre-test
- Post-test

24

14

16

18

25

27

18

24

- After program engagement, the total number of students who were Below Basic Level (0-69) went from 24 to 14 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 16 to 18 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

- 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)

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