|
Proof in the pudding... We believe in the power of measurement. We measure how well and how quickly children master the material and adjust the program accordingly.
Here is what we’ve found…. |
|
Seventeen of the 26 children needed to practice single digit addition. Eight needed to practice double digit addition and one child was ready to practice single digit subtraction. Passing a specific test required the children to have mastered the material so their responses were automatic. |
|
We began with twenty-six 4th and 5th grade children. The chart below shows their individual mastery levels.
|
|
At the end of four months, of the 23 remaining children, all the children had mastered single digit addition. Since the program is self-paced, the fastest child had progressed into long division and the rest of the group was spread out working on mastering different skills. |
|
Does it really work? |
|
Most starting 4th graders could not immediately add 2 single digits. |