Research

We take academic research, quality instructional methods and quality curriculum seriously. As a provider we carefully considered the scientific research for academic success. For this reason, we closely considered the research done by the Academy of Math and of Reading (www.autoskill.com) and have built layered curriculum into our program. We believe that evidence directly correlates differentiation in the classroom to student success. In studies outlined in their book, Leadership for Differentiating Schools and Classrooms (Tomlinson 2000), Carol Tomlinson and Susan Demirsky Allan provide scores of research for the success of this model. Of course these conclusions are not new and research for this model has its` roots in constructivists such as John Dewey, Jean Piaget and Jerome Bruner.

We place a great deal of emphasis on having quality curriculum as supported through the research of Phillip Schlecty, author of Working on the Work (Schlechty 2002) and William Glasser, author of The Quality School (Glasser 1998) who suggest that students need quality, engaging work at their level. We go on to agree with Glasser in his next edition: The Quality School Teacher who draws a direct correlation to the dedicated instructor and student success. Each lesson and each individualized curriculum piece has an objective that correlates with a State objective, however the approach in how we administer the content is equally important. The basis of our curricula implementation is Bloom’s Taxonomy (Benjamin S. Bloom; Taxonomy of Educational Objectives: Published by Allyn and Bacon, Boston MA 1984, revised by Pearson Education).

Results

Babbage Net School has been providing instruction since 1996. The Instructional Program was originally introduced in 1994. This award-winning Learning System helps learners achieve measurable results wherever it is used. There are numerous studies showing the effectiveness of the A+ Learning System.

We use the available data to construct clear, concise and research-based solutions that will lead to higher academic achievement and student standardized testing scores. Success can clearly be seen through our student’s increased overall percentages on standardized assessments. As a provider we use an independent test developer, Pearson Vue. We use the Basic Skills Assessment Inventory (BASI) to diagnose (pre-test) students and to assess (post test) students after their Individual Teaching Plan has been executed.

We have additional evidence of improved student outcomes in relationship to our student attendance, family/parent relationships and student behavior as well. Because of our low ratios and personal connections with students, we see a tremendous amount of success. We have been recognized for our high attendance rates in many schools and our parents receive information about their students routinely. This combination creates designed success and minimizes behavior problems. Students feel safe and encouraged. While we have not conducted formal parent surveys, our letters of reference, awards, and evidence of academic improvement all attest to these exact assertions.