Our Results (2014)

Program Background

We Teach Science is an organization that connects public middle and high school students with Science, Technology, Engineering and Math professionals for Remote Tutoring and Mentoring sessions (RTM). The goal of the RTM program is to help students identified as being at risk of failing math to succeed through increased exposure to math concepts, individual-level attention, and expose to science and math uses outside of the classroom. RTM is highly flexible in that it allows students and their mentors to connect from separate locations through the use of technology; both audio connections and an interactive whiteboard allow real-time virtual communication and shared exploration of mathematical concepts.

  • 207 student-mentor pairs were evaluated in the program from September 2013 to May 2014
  • 2,200+ hours of Algebra mentoring and tutoring was executed over the academic calendar
  • Mentors attended 82% of their sessions on average and students attended 85% of their sessions on average
  • 57% of the students were male and 43% female
  • 58% of the RTM students were economically disadvantaged (as determined by the number of students enrolled free/reduced lunch program) as opposed to 40% the year before
  • 32% of the students were African American, of the remaining students 27% were Hispanic, 20% White, 13% Asian, 5% Other and 3% Two or More Races

Measured Success

We Teach Science Tutoring and Mentoring program increases the performance of the student involved:

  • Each RTM session was equivalent to approximately 1.5 classroom sessions; if a RTM students has 16 RTM sessions, then a peer student would need approximately 10 more class sessions to achieve similar growth.[1]
  • The top 95% of RTM students achieved a growth of 22% by the end of the academic year. Their end of year score matched the national average of 44% as measured by our post Acuity test
  • RTM students showed an average growth of 0.18 Acuity growth points per hour of the RTM program at 8-12 hours of tutoring. Maximum growth was achieved with 16+ hours of RTM program; measurable academic lift begins at 8 hours of participation in the RTM program
  • Growth of the RTM program in 2013-14 is comparable to previous years. This year’s students achieved an imputed CST[2] growth of 11 points as compared to 13 points from RTM 4.0 (2012-13 academic year)
  • Students in the Pure RTM pilot (pairs that never met face to face) and Science program achieved similar growth to those in the traditional RTM program
  • 86% of students in the RTM program rated their experience as “Excellent” or “Good”; up by 8% from RTM 2012-2013.

wts-growth-per-hour WTS--acuity-growth

[1] These results are from Pacifica School District and the Berryessa Union School District.

[2] The California Standardized Test (CST) was the statewide standardized test given in California from up until 2012. In previous years we have used this as a primary measure. With the transition to Common Core standards the CST are no longer available.

[3] Index of academic growth with 100 being average

Learn More

For more information, please download our detailed program report (RTM 5.0 Final Report).