Studies Validated by U.S. Department of Education
Studies on Learning to Learn's impact were validated by the U.S. Department of Education's Joint Dissemination Review Panel (JDRP).
For more than twenty years, the JDRP evaluated the effectiveness of educational programs at all levels. Program assessment was rigorous. The JDRP found that LTL is the only postsecondary program that reliably produces both significant increases in economically/educationally disadvantaged college students'
(1) grade point averages in all content areas and
(2) retention through graduation.
Population: first-generation, primarily minority, Title IV students
LTL intervention: One-semester, 3-credit LTL course
Boston College
The treatment group's mean combined SAT was 812, as contrasted with a mean SAT score of 1060 for normally-admitted freshmen at the university.
Roxbury Community College
Treatment group and control groups entered both interventions reading at the sixth grade level.
Students in all groups were equivalent in:
previous academic achievement,
scores on college entrance tests,
number and type of courses taken, and
age, race, and sex
Roxbury Community College
Roxbury Community College Students
LTL Students' Mean GPA:   2.44
Control Students' Mean GPA:   1.97
N = 74
F(1,76) = 4.616, p<.035
LTL Students' Mean GPA:  2.89
Control Students' Mean GPA:   2.22
N = 62
F(1,56) = 5.939, p<.018
Credits completed by LTL Students:  15.10
Credits completed by Controls:  12.60
F test significance: p< .001
Credits completed by LTL Students: 10.45
Credits completed by Controls:  7.40
F test significance: p< .001
LTL students
achieved significantly higher grade point averages and
completed more course credits.
Control group students dropped courses they were failing. Thus the GPA difference is even greater than it appears.