Research - White Papers
In many classrooms, differentiated instruction is they key to maximizing the potential of every student. Reseach around differentiated instruction and focuses on at least four key findings: 1) Learning is an active process that belongs to the learner, 2) Differentiated instruction supports learning through direct instruction with guided and independent practice at the appropriate level of challenge for each student, 3) Ongoing assessment data informs and guides differentiated instruction, and 4) Appropriate grouping of students is critical to effective differentiated instruction. When used strategically, differentiated instruction can be a cornerstone of effective test preparation programs.
Successful performance on standardized state and college admissions tests relies on an intricate mix of factors that include 1) academic content-area domain knowledge as well as reading comprehension ability, 2) familiarity with the conditions, tasks, and structure of the particular test, and 3) the ability to apply critical thinking or cognitive skills to the particular test. All of these aspects can be improved through explicit, carefully designed instruction, focused study, and rigorous practice in a test readiness program. Six key research findings guide the design of effective test readiness programs; these fit into three overall areas of effective test readiness: Know the Content, Know the Test, and Know the Strategies.
Over the past decade, mounting empirical findings from cognitive research and neuroscience have shed further light on how to design and deliver online and blended-format instruction that effectively helps people learn, remember, and transfer new concepts and skills. These findings, combined with the ever-increasing sophistication, prevalence, and accessibility of rapidly proliferating digital technologies, have spurred the escalation of courses offered in purely online environments and in blended-learning formats that involve some combination of online and face-to-face classroom instruction.
This paper proposes ways in which teachers can provide students at risk with the ability to achieve academically. Much of its argument centers on the Teacher Expectancy Model (Kuklinkski & Weinstein, 2001).
Prompted by a swiftly evolving global economy, U.S. policymakers and educators have raised the goals for K-12 schooling. Today’s students must be prepared for the high-level intellectual demands of college work and the competitive challenges of the 21st-century workplace. Toward this end, more rigorous, research-based Common Core State Standards (CCSSs) for student learning have been adopted by nearly all states, with aligned curriculum frameworks and assessments to follow.
Results - Case Studies
Central Hardin High School (CHHS)’s mission is “to ensure through personal attention, effective leadership, and dedicated service that all students develop the knowledge, skills and attitudes essential for success.” To this end, CHHS partnered with Kaplan in 2004 to promote student achievement on the ACT.
The mission of Kanawha County Schools is to provide a worldclass education that ensures success for every student in the 21st century. In an effort to fulfill this mission and help more students qualify for the PROMISE Scholarship that grants fulltuition to a state college or university to high school graduates with 3.0 GPAs and 21-point ACT composite score, the district partnered with Kaplan in 2002 to implement a college planning and ACT initiative.
In an effort to increase student achievement on the ACT, a Mid-Western school district with an enrollment greater than 15,000 partnered with Kaplan in 2007 to provide students with supplemental test-taking support and instruction.
ACT – Saline High School, Michigan: Kaplan students improve more than the control group on the actual ACT
Saline High School, part of Saline Area Schools District, aims to guide all students in the development of educational plans consistent with each student's individual talents, interests, and aspirations. They work to provide a comprehensive education and counseling program that will prepare their students with the knowledge, skills, and technological literacy needed to become informed, productive citizens and life-long learners. Saline partnered with Kaplan to provide their students with the individualized test preparation classes that they needed for success on the ACT.
The mission of Barrow County Schools is to “provide all students quality educational opportunities that enable them to become successful, responsible, and contributing citizens.” In order to help a higher percentage of its students achieve the SAT scores necessary to pursue colleges of their choice, Barrow County Schools partnered with Kaplan in the fall of 2003.
SAT – Bronx Center for Math and Science, Bronx, New York: Kaplan students increase their achievement on the SAT
The Bronx Center for Science and Mathematics (Bronx Center) is committed to providing a superior educational experience to public school children. To this end, the high school partnered with Kaplan in 2009 to help students improve their performance on the SAT exam and increase their opportunities for college acceptance.
Fulton County Schools has placed a high value on the SAT and its importance for students as they pursue college- and career-goals. The district has been committed to raising SAT scores since 2000 when it first began a partnership with Kaplan. The partnership goals included preparing students in grades 9, 10, and 11 with the skills and the strategies they needed for SAT success.
Milton Hershey School is a cost-free, private, coeducational home and K-12 school for children in financial and social need. The school partnered with Kaplan to boost student SAT scores and increase students' competitiveness in the college admissions process.
The mission of Seaford Senior High School (SSHS) is to instill “a sense of pride through excellence, enabling them to be good citizens, contributing members of society, and to successfully compete in a global economy.” In order to fulfill this mission by increasing college acceptances, SSHS partnered with Kaplan during the 2001-2005 school years to implement SAT preparation programs.
Stockton Unified School District is the 16th largest school district in California and is committed to creating and maintaining a safe and caring environment in which every person can realize his or her best self. Kaplan partnered with Stockton Unified School District in 2008 as part of the superintendent’s bold initiative to increase participation rates on the SAT.
Located within the Los Angeles Unified School District, Granada Hills Charter High School (GHCHS) serves a diverse student body and seeks to create lifelong learners and productive citizens of its student body, the community, and the world. In 2004, GHCHS partnered with Kaplan to improve student performance on California Content Standards and the California High School Exit Exam (CAHSEE) in English Language Arts (ELA).
Helen Wittmann Elementary school's mission is to provide an education that challenges each child to be the best that he or she can be within a safe and nurturing environment. Its vision is to provide a world class education for every child. As part of its efforts to provide targeted, individualized support for learners, Wittmann partnered with Kaplan to deliver online instruction in an after school setting.
Kaplan Online: K-8 – National Sample: Students show mastery of reading and mathematics learning objectives
During 2010, over 3,600 students in kindergarten through eighth grade used Kaplan Online: K-8 in any given month. These students, of varying demographics and locations across the United States, worked through Kaplan's adaptive, research-based online program in order to build mastery of reading and mathematics standards.
MME – Cesar Chavez Academy High School, Michigan: Student scores increase on the MME (ACT and WorkKeys)
Cesar Chavez Academy High School serves over 500 predominantly Hispanic high school students in Detroit. From 2004 to 2008, the school did not achieve AYP. The school, however, achieved AYP for the 2008 – 2009 school year. In an effort to increase student performance on the ACT® portion of the Michigan Merit Examination (MME), Cesar Chavez partnered with Kaplan to review core content and build test-taking strategies.
MME – Lansing High School, Michigan: Percent of students achieving "Advanced" or "Proficient" on the MME (ACT and WorkKeys) increases
Lansing School District serves a diverse population of over 14,000 students in prekindergarten through twelfth grade. In an effort to increase student performance on the Michigan Merit Examination (MME), Lansing partnered with Kaplan to deliver professional development workshops, print-based materials, and classroom instruction that focused on the ACT and WorkKeys components of the exam.
NYS ELA – Region 10, New York City: Students show score gains on New York State and City English Language Arts exam
Region 10 of the New York City Public School District was located in Manhattan and comprised of 53 elementary schools, 4 schools serving kindergarten through 8th grade, 29 middle and junior high schools, 5 secondary schools, and 19 high schools from Community Districts 3, 5, and 6. In order to increase student performance on English Language Arts (ELA) tests given by the state and city, Region 10 partnered with Kaplan in the 2003–04 and 2004–05 school years to deliver professional development, coaching, and materials.
NYS Math – PS 38: The Pacific School: Students demonstrate gains on the New York State Math Assessment
PS 38 serves a diverse population of over 400 students in Brooklyn, New York and is committed to meeting the needs of the whole child. In an effort to improve students’ scores on the New York State Math Assessment, PS 38 partnered with Kaplan to provide teachers professional development and coaching support in order to help teachers more effectively target and respond to the needs of their students in math.
NYS Regents – Beach Channel High School, NYC Region 5: Students show gains on New York State English and Math Regents Exams
Beach Channel High School (BCHS) was part of New York City Public Schools Region 5, Administrative District 27 in Queens, New York. Seeking to meet region-wide goals of raising student achievement in both literacy/English language arts (ELA) and math as part of school improvement initiatives, BCHS partnered with Kaplan in the 2003–04 school year for professional development, coaching, and materials to help bridge the gap between student knowledge and performance.
NYS Regents – High School for Health Careers and Science, NYC Region 10: Students show gains on New York State Math Regents Exam
High School for Health Careers and Science (HSHCS) was part of New York City Public Schools Region 10, Administrative District 5 in Manhattan, New York. Seeking to meet regionwide goals of raising student achievement in math and as part of school improvement initiatives, HSHCS partnered with Kaplan in the 2003–04 school year for professional development, coaching, and materials to help bridge the gap between student knowledge and performance.
NYS Regents – Richmond Hill High School, NYC Region 5: Students increase scores on New York State Regents Exam
Richmond Hill High School (RHHS) was part of New York City Public Schools Region 5, Administrative District 27 in Queens, New York. Seeking to meet region-wide goals of raising student achievement in literacy/English language arts (ELA) and as part of school improvement initiatives, RHHS partnered with Kaplan in the 2003–04 school year for professional development, coaching, and materials to help bridge the gap between student knowledge and performance.
NYS Regents – William H. Maxwell Vocational High School, NYC Region 5: Students show gains on New York State Regents Exam
William H. Maxwell Vocational High School (WMVHS) was part of New York City Public Schools Region 5, Administrative District 19 in Brooklyn, New York. In order to meet region-wide goals of raising student achievement in literacy/ English language arts (ELA) and as part of school improvement initiatives, WMVHS partnered with Kaplan in the 2003–04 school year for professional development, coaching, and materials to help bridge the gap between student knowledge and test performance.
*Test names and other trademarks are the property of the respective trademark holders.
None of the trademarks holders are affiliated with Kaplan or this website.