LTL Math Results
Boston, MA Learning to Learn Algebra was first piloted with a class of high behavior-problem, transient 9th graders at Boston’s Brighton High School in spring, 2004. Most of the students in the pilot had failed every Algebra test since September. (Many of these students had also failed district-wide math tests in the 6th and 8th grades.)
First Six Weeks of LTL Algebra at Boston’s Brighton High School
2nd Marking Period   3rd Marking Period    Black % of students receiving B-C grades
(Before LTL) (After LTL) White: % of students receiving D-F grades
Since these students had been failing Algebra since the beginning of the school year, they started LTL Algebra with the first skills in the Algebra 1 curriculum – on March 8, 2004. By June 8, these students scored as well on Boston’s district-wide Algebra 1 final exam as did students at their school who had earned B and C grades since September. Further, the LTL Algebra students – who had experienced years of math failure – continued to do well in subsequent math classes.
The students’ Guidance Counselor reported that success with LTL Algebra changed these students’ self-perception, and their work in other classes improved. This spring nearly half of these students – identified as high-risk for school drop-out when LTL Algebra was introduced to their 9th grade math class in 2004 – are completing their junior year in college.
Benton Harbor, Michigan In Benton Harbor, previously-failing students succeeded in Algebra with this new curriculum. Like many high-poverty cities nationally, student failure rates in Benton Harbor are high – especially in math. In 2007, only 5% of the high school students in Benton Harbor scored proficiently on the state mathematics tests. Yet in 2008-09, the 240 ninth graders in Benton Harbor experienced high levels of achievement with Learning to Learn Algebra.
When they started LTL Algebra in the first week of December, 2008, none of these students was able to multiply minus signs accurately. By Mid-March, 2009 – within three months of starting LTL Algebra – all of these students were graphing linear equations with 100% accuracy – creating and solving their own complex problems, and accurately translating their math into their own words
Other LTL Math Pilots:We have conducted many small LTL Math pilots in low-performing schools in Pittsburgh, PA, Detroit, MI, Rochester, NY, Baton Rouge, LA, Fall River, MA, Jackson, MI, Bridgeport, CT, Broward County, FL and Washington, DC.
Our first aim in adapting LTL for public school use was to increase on-task behavior in the classroom. The 100% Wall Chart has a major impact on increasing on-task behavior. For example, here is the text of an email received from a teacher at Harding High School – which has the highest rate of school violence in Bridgeport, CT, and only 4.5% math proficiency on statewide tests. “Students are really speeding through the book. Some of the students are competing against each other to have the most 100's on the wall chart, keeping track of each other, etc. Several students have taken the first test and have done quite well.” – Brad Charbonneau, Algebra 1 teacher
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