Independent Research Results
Meta Analysis of TargetTeach®
This report applies statistical analysis to a set of individual student results drawn from previously completed ASU studies. Using approved, random sampling measures, the study evaluates the overall impact of TargetTeach® on student achievement in mathematics and reading/language arts. The findings of the study concludes that "student achievement after TargetTeach implementation is associated with a statistically significantly increase in passing scores for students on their state standardized test in mathematics and reading. This indicates that, aside from district-level variables associated with implementation, student demographics, or teacher characteristics, the TargetTeach tools made a difference in increasing student achievement."
Hazel Crest District 152.5 Study (LA)
This longitudinal study compares test scores in reading for students in grades 3-8 for one baseline year (2004) and three years of TargetTeach implementation (2005-2008). Students were tested using the Illinois Standards Achievement Test. The study compares achievement results of cohorts in grades 3- 8. In addition, the study examines the achievement growth of students who remained in the district over the years covered by the study. The general trend for all groups shows growth, with statistical significance in many cases.
Assumption Parish Study (LA)
This longitudinal study compares the mathematics results of three different cohorts of 9th and 10th grade students in Assumption Parish Schools (LA). The study compares mathematic scores across three years: 2006 (pre-implementation), 2007, and 2008. The results demonstrate growth in both grades as measured by the state iLEAP and LEAP tests, with statistically significant increases for 9th grades who participated in TargetTeach.
Zion School District #6 (IL)
This longitudinal study analyzes reading and mathematics results of 8thth grade students at Central Junior High, Zion School District #6 (IL). The reading study compares scores across the years 2004 (pre-implementation) through 2008. Mathematics results are presented for 2005 (pre-implementation) through 2008. The results demonstrate statistically significant increases in both subjects as measured by the state ISAT tests.
Red Bank Study (NJ)
This longitudinal study compares the results of three different cohorts of students in Red Bank Borough Public Schools (NJ) who took the New Jersey Grade Eight Proficiency Assessment (GEPA) in mathematics in 2003, 2004, and 2005. The results show statistically significant increases in student achievement that correspond with the implementation of TargetTeach.
Lorain Study (OH)
This longitudinal study compares test scores in Reading and Mathematics for students that were tested in 4th and 6th grades (2001-2003) using the Ohio Proficiency test. All the study students attended Lorain City Public Schools (OH). The study describes achievement results of a cohort of students that moved from 4th to 6th grades over the three years. It also examines multiple cohorts of students that moved through the 4th and 6th grades at the participating schools. Also included is a separate analysis of achievement growth in Lorain versus comparable districts in Ohio over the same time period.
Columbus Study (OH)
This longitudinal study compares test scores in Reading and Mathematics for students that were tested in 4th, 5th, and 6th grades (2002-2004) using the Ohio Proficiency test. All the study students attended Columbus Public Schools (OH) and were divided into experimental groups that represented (1) buildings that implemented TargetTeach with high fidelity (as identified by district leadership) and (2) buildings that had a low implementation level for TargetTeach. The study describes achievement results of a cohort of students that moved from 4th to 6th grades over the three years. The study also examines multiple cohorts of students that moved through the 4th and 6th grades at the participating schools.
Pomona Study (CA)
This longitudinal study compares test scores in Reading and Mathematics for cohorts of students that were tested in 3rd grade (2000) and 5th grade (2002) using the SAT9. Two groups of students from two California districts were matched on a variety of demographic characteristics to create an experimental group (those who used TargetTeach) and a control group (those who did not use TargetTeach). The results show statistically significant achievement gains for the experimental group versus stagnation or regression for the control group.
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