Across the nation, educators report that participation in Agile Mind programs dramatically improves student achievement.
In Evanston—a diverse mixed-income suburb of Chicago—Summer-Start Academic Youth Development (AYD) was enacted for rising 8th graders who had struggled in mathematics. In the school year before AYD was implemented, scaled scores for those students had increased by only 1 point on the Measures of Adequate Progress (MAP) test, and just 20% met district growth targets. After AYD, students achieved a 12-point increase, and fully 85% met growth targets, while non-AYD students recorded a 6-point increase.
Collier County, located on the southwestern tip of the Florida peninsula, is served by the Collier County Public Schools. The district includes 48 schools serving 43,793 students, 63% of whom qualify for free and reduced lunch. The student population is 46% Hispanic, 38% Caucasian, and 12% African American.
The district enacted Intensified Algebra I, targeting students who had scored at the lowest levels (Levels 1 and 2) in mathematics on the Florida Comprehensive Assessment Test, or FCAT. The district then examined the growth of participating students compared to Level 1 and 2 students from the year prior. After implementing Intensified Algebra I:
Pharr-San Juan-Alamo Independent School District (PSJA) is in Pharr, Texas in the Rio Grande Valley. The district serves more than 30,000 students, 99% of them Hispanic, and more than 90% designated as Economically Disadvantaged.
PSJA has been identified as a national model for putting dropouts “Back on Track to College” by Jobs for the Future (JFF). JFF is working to expand key components of the model to other states across the United States.
In their first year of comprehensive enactment, the district achieved an 18% gain in student achievement in Algebra I. Statewide gains were 2.5% over the same period.
Sequim ISD serves students in the small community of Sequim, in Eastern Washington, as well as the students from surrounding areas.
Sequim enacted Intensified Algebra I for 9th grade students who had struggled with Washington State math assessments in middle school; a significant majority of these students passed no middle school assessments in 6th, 7th, or 8th grades. After one year of participation, 69% of Sequim’s Intensified Algebra students passed the Algebra EOC exam in 2014. They passed at a higher rate than other 9th graders in Sequim High School who participated in a “regular” Algebra I class, almost 17% above 9th graders in the state overall, and above the state’s average for Algebra achievement for the last three years.
Burnet, a small town in Central Texas, is home to the Burnet Consolidated Independent School District (CISD). The district serves a total of 3,265 students, 59% of whom are economically disadvantaged.
In 2012-13, two teachers in Burnet CISD implemented the Intensified Algebra I program with their 8th grade students. This was a change in policy for the district as Algebra I was not an option for 8th grade students the year prior.
The middle school students directly benefitted from this change. Every one of the 8th grade students enrolled in Intensified Algebra passed the Algebra I End-of-Course exam (100%) while the high school students achieved a passing rate of 79.6%. Even more notably, more than twice as many of the Intensified Algebra I middle school students performed at the commended level as compared to the high school Algebra I students.