Achievement in English and Academic Persistence
The Academy for College Excellence (previously the Digital Bridge Academy) in Watsonville, CA is the first high school to adopt Learning to Learn throughout the school.* ACE is an early-college high school serving high poverty, low-performing, primarily Hispanic students. In 2003-04, Dr. Marcia Heiman, the founder of LTL, gave extensive training to all of ACE's content-area teachers, helping them infuse LTL strategies into their content classes. The first success occurred in students' writing: Within the first semester of 2003-2004, 75% of the students learned to write well-balanced paragraphs and achieved 80% grammatical accuracy in their writing.
Although LTL is the only learning enhancement program at ACE, the school's students also benefit from Spherical Dynamics, a revolutionary system of identifying learning styles; Dynamic Leadership, where students learn principles of leadership development; and new approaches to non-violence and cooperation.
A recent study conducted by Columbia University's Community College Research Center showed the continued progress of ACE's students in English, as well as high persistence rates for ACE students.
*However, Learning   to Learn Math and the new LTL science strategies are not in use at ACE, since these programs were developed after our contract with ACE/DBA expired.
Evidence of Replicability
Pittsburgh, PA
"My students didn't "get" the idea of a topic sentence. But they all knew what a question was – and with LTL, they learned to write a balanced paragraph in lightning time.
I find LTL very helpful when I meet with parents, because the repeated LTL exercises clearly show where students are at a given point in time. I used to use worksheets, but with LTL, I can see the students' depth of thinking – whether they're generating literal, inferential, or evaluative questions – and I can share that with a parent. The students' LTL work even shows students' differing attitudes and behaviors.
The exposure to the Learning to Learn process has been very rewarding to me as a teacher. I love LTL and use it constantly in the classroom. I will use this process for the rest of my career."
Dee Kress, middle school ELA teacher
Boston, MA
"My students are really responsive to the LTL Editing Checklist strategy. I like it as a teacher because it allows me to individualize within a regular classroom. My students appreciate it, and they're eager to check their own work. One of my students said to me about this skill, 'I never noticed that I was doing this. You're a really good teacher.' You know, when a student says that, it makes you feel good as a teacher."
- Rosa McGuire, high school English teacher
New Bedford, MA
"What I like about Learning to Learn is that it increases student engagement in learning. Because of LTL, my students' reading comprehension has gone up dramatically, and they seem more eager to come to class and pay attention to the readings. I'm sure it will have a big impact on their MCAS scores. I'm very, very pleased with it. I definitely plan to continue to use LTL – forever."
- Pat Wilbur, middle school ELA teacher