Impact

PowerMyLearning’s work has a tremendous impact on the students, teachers, and parents we serve. Highlights of our impact are below.

Students
Academic Achievement
  • The schools we have been working with show greater improvement in math proficiency compared to schools with similar profiles. Results over three school years (the 2012-13, 2013-14, and 2014-15 academic years) show that our partner schools in four regions of the country experienced 6.9% higher growth in math proficiency than comparable schools. Data is based on state test data for ten partner schools that participated in our study and 30 comparison schools. PowerMyLearning received advice from MDRC, a highly-regarded national research organization, to determine the best methodology for selecting comparison schools. To see more details, please read our Impact on Academic Achievement Study.
  • Our program is having a particularly pronounced effect on struggling students. A New York Times article about our work at a high-poverty school in Washington Heights, New York City, stated that the percentage of sixth graders with learning disabilities who met the math standards in the 2011-12 school year increased by 36% — nine times the city-wide increase of 4%. In addition, the percentage of sixth graders with learning disabilities who had been far below standard decreased by 23% (from 23% to zero). A subsequent analysis of data at a school in the South Bronx found that 57% of the sixth graders with Individualized Education Programs (IEPs) moved up from the lowest state test score performance level during the 2013-14 school year compared with 32% of the prior year’s 6th graders (a year-over-year improvement of 25%).
  • Our program has had a positive and statistically significant impact on student math test scores. A study with Educational Testing Service (ETS), which used logistic regression, found that students’ engagement and computer use, particularly their home Internet use and computer use for self-regulated learning, explained 14% of the variance in their 2006 math test scores over and above 2005 scores. To see more details, please read our ETS Study.
  • Our program was found to arrest the typical performance slide in seventh grade writing. A comparison study that demonstrated this outcome, used pre- and post-writing prompts similar to those used in the National Assessment of Educational Progress (NAEP). Scoring was done by independent teachers. Overall, writing scores for students in our partner schools decreased less over time than did scores for comparison students. To see more details, please read our Writing Comparison Study.
Ownership of Learning
  • Students display increasing ownership over their learning throughout the school year with 87% agreeing that “I know how to find PowerMyLearning [Connect] digital learning activities to help me learn things in math class that I do not understand” and 89% agreeing that “the way my teacher uses PowerMyLearning [Connect], and other technology in math class, lets me learn the way I like to learn.” These results are from a student engagement survey administered in the 2013-14 school year with nearly 2,000 students.
  • Students in our program increase their class effort, compared with students who were not in our program. Effort was measured by teachers using pre- and post-ratings and the difference between the groups was statistically significant. To see more details, please read our Writing Comparison Study.
Teachers
  • Teachers in our program improve their instructional practices in five domains: classroom environment, personalized instruction, student-driven learning, family and home connections, and professional growth. 92% of teachers showed improvement in at least three of these five domains and 78% showed improvement in four of the five domains. These results represent data for 37 teachers coached in four regions of the country in the 2014-2015 school year.
  • More than 84% of teachers say that our support was among the most valuable support they’ve experienced in their career. This result is based on survey responses from 56 teachers in four regions of the country during the 2013-2014 and 2014-2015 school years. All teachers interacted with our coach at least once per week.
Parents
  • More than 95% of parents feel more confident they can help their child learn. Data is based on 1,941 participating parents who completed our survey in the 2014-15 school year.
  • A large percentage of parents who participate in our program acquire broadband access in order to help their children learn at home. In New York City, the broadband adoption rate among participating families increased from 50% prior to entering the program to approximately 93% three months later. Broadband adoption data is from 2010-11 and 2011-12 survey data completed prior to participating in our program and telephone survey data 3 months later.