Take a deeper look into how educators around the country are using Edgenuity’s blended and online learning solutions to improve student learning.
See how Village Green Virtual improved student reading achievement using Edgenuity Courseware™.
See how Amphitheater Public Schools used Edgenuity UpSmart® to boost middle-school students’ math scores.
See how over 60% of Claude Elementary’s students met or exceeded their growth expectations using Edgenuity Pathblazer®.
See how Edgenuity MyPath® students at Eloise Japhet Academy outperformed their peers by 33% on the NWEA® MAP® Growth™ assessment.
See how students using Edgenuity Courseware at Taos Academy Charter School outperformed their peers on state assessments.
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Village Green Virtual, founded in 2013, is Rhode Island’s first competency-based, blended learning high school. After a less-than-ideal outcome on the 2015 Partnership for Assessment of Readiness for College and Careers (PARCC®) in English Language Arts/Literacy assessment, school leadership recognized the need to create more custom-fit Edgenuity reading lessons.
To see how Village Green Virtual improved student reading achievement by customizing Edgenuity’s online courses, watch our video below.
In 2015, after learning that just 16% of students scored proficient on the PARCC® in English Language Arts/Literacy exam, Village Green Virtual needed to come up with an innovative solution to improve students’ reading skills.
The school created a unique Edgenuity English language arts course that aligned with national standards as well as those tested on the PARCC® ELA/Literacy assessment.
The percentage of Edgenuity students scoring proficient on the PARCC® ELA/Literacy doubled. After two years of a specially designed curriculum that involved unique, differentiated coursework for each student, students demonstrated impressive gains on the 2017 assessment. Proficiency rose from 16 percent in 2015 to 40 percent in 2017, which was the single highest gain of any high school in Rhode Island.
“The power of Edgenuity is in its ability to build relationships with students. Each teacher has an advisory group in which students set goals, check their progress, and are able to ask for additional support. That’s when teachers get to work creating unique lessons that support individual student learning.”
—Dr. Robert Pilkington, Founder
Located in Tucson, Arizona, Amphitheater Public Schools (APS) serves 20 campuses and more than 13,000 students. The district is committed to offering a challenging academic curriculum that helps each and every student reach their highest academic potential. APS wanted to find an online solution that would boost the math achievement of students who were performing closer to grade level at Cross Middle School.
Watch our video below to hear directly from Cross Middle School and Amphitheater staff on how they implemented and generated results with UpSmart.
When recent NWEA® MAP® Growth™ assessment data revealed that the math test scores of middle-ability students at Cross Middle School was relatively stagnant, APS wanted to find an online solution that would ignite their math performance.
From January to May 2018, APS piloted UpSmart with sixth-grade students at Cross Middle School. Students scoring at the 58th or 59th percentile on the NWEA® MAP® Growth™ Math assessment were placed in UpSmart, where they were expected to use the program in a computer lab for 50 minutes per week, after they received teacher-led instruction on a math topic.
Results show that UpSmart students achieved greater gains than a comparison group of peers who did not use the program. UpSmart students gained 5.5 math RIT points on the NWEA® MAP® Growth™ Math assessment from winter to spring, exceeding the expected growth of 3.3 points, based on national norms. In contrast, those who did not participate in UpSmart gained only 3.1 math RIT points. Data also showed that students who spent more minutes in UpSmart were more likely to exhibit greater gains on the NWEA® MAP® Growth™ Math assessment.
“UpSmart uses a variety of instructional formats, including video lectures, graphic displays, simulations, video captions, and text to convey the same information to students. It actually gave me some new ideas about how to teach math concepts.”
—Valerie Wirth, Lead Teacher
Claude Elementary is a rural school that serves approximately 160 students in grades pre-K to 5. While the school was regularly meeting state academic standards, it wanted to jump-start the reading and math performance of its lowest- and highest-ability students.
Over the years, Claude Elementary Schools’ classrooms were becoming larger and more academically diverse. Teachers were struggling to create lesson plans that boosted all learners’ academic achievement.
Teachers implemented Pathblazer in classrooms and computer labs. Students used the program 60 minutes per day, completing online mathematics folders for 30 minutes in the morning and online reading folders in the afternoon for 30 minutes. At the end of each session, teachers reviewed progress and achievement data in student portfolios. Teachers then grouped students based on the data and conducted mini lessons that provided additional remediation, challenge, or support.
Overall, Pathblazer students experienced significant average fall-to-spring math gains of 17.6 points, with 70% of students meeting or exceeding their individual yearly math growth expectations. Similarly, students demonstrated significant fall-to-spring reading gains of 13.5 points, with 62% of students meeting or exceeding annual reading growth expectations
“I had used Pathblazer in several other schools in the past. Data showed that in every single grade level and at every single campus, students who used Pathblazer outperformed those students who did not use the program.”
—Doug Rawlins, Principal
Located in a high-poverty area in rural New Mexico, Taos Academy Charter School (TACS) was created to better prepare underserved students for further work, study, and citizenship in the 21st century. The school wanted to develop a blended learning model to improve student outcomes on the Partnership for Assessment of Readiness for College and Careers (PARCC®) tests in English language arts and mathematics as well as the New Mexico Standards Based Assessment in Science.
The school wanted to offer a flexible blended learning model where students could take online courses at home or school but also receive targeted support from teachers, peers, and community members.
During the 2017–2018 school year, TACS used Edgenuity® courses with 203 students in grades 5 to 12. Students are expected to spend 20 hours each week using Edgenuity online courses. They spend anywhere from two to five days a week on campus, depending on their individual situation and family needs. Middle school students typically attend on Mondays and Wednesdays, and high school students come to school on Tuesdays and Thursdays.
Students arrive at TACS in fifth or sixth grade performing well below grade level in reading and mathematics. However, within a year of instruction, they perform well above their peers. In 2018, for example, while 59% of TACS students achieved proficiency on the PARCC® English language arts test, only 30% of students did in the state. Similarly, while 36% of TACS students achieved proficiency on the 2018 PARCC® mathematics test, only 22% did in the state. When Edgenuity examined student performance on the 2018 NMSBA science exam, results showed a similar trend. While 71% of TACS 7th-grade students passed the 2018 SBA science exam, only 42% of 7th-grade students did in the state. Moreover, while 79% of TACS 11th-grade students achieved proficiency, only 35% of 11th-grade students did statewide.
“At Taos Academy, students are empowered to take ownership of their learning. Using Edgenuity has helped our students build internal motivation and self-advocacy, essential life skills for the 21st-century workforce.”
—Traci Filiss, Founder and Director of Taos Academy Charter School, NM
Located in downtown San Antonio, SAISD is the 13th largest district in Texas. The district wanted to find a differentiated, online intervention solution that would help improve the reading comprehension and vocabulary of struggling students.
The district wanted to find an online solution for students performing below grade level on the NWEA® MAP® Growth™ and State of Texas Assessments of Academic Readiness (STAAR®) Reading assessments.
During the 2017–2018 school year, SAISD implemented MyPath as a supplemental resource with students enrolled in a Tier 2 Intervention class at Eloise Japhet Academy. Every other week, 85 sixth graders used MyPath in a computer lab setting in three 50-minute sessions. The classroom teacher monitored student progress and provided one-on-one support for students struggling with their individual learning paths.
Data also showed that sixth-grade MyPath students demonstrated greater gains on the NWEA® MAP® Growth™ Reading test than a matched comparison group of nonparticipating peers at S.J. Davis Middle School whose baseline demographics and NWEA® MAP® Growth™ reading scores were similar to those of the treatment group at the beginning of the intervention. Data also showed that sixth-grade MyPath students, on average, nearly doubled the expected fall-to-spring reading RIT gain of 4.8 points (as determined by the NWEA® normative sample).
8860 E. Chaparral Rd.
Scottsdale, AZ 85250
8860 E. Chaparral Rd.
Scottsdale, AZ 85250