Effectiveness of Learning Programs
In 2009, Ignite! Math was a finalist for an Association of Educational Publishers Curriculum Award.
The Winter 2008-2009 issue of The Journal of Research on Technology and Education, a peer-reviewed juried academic journal, included a study on the effectiveness of Ignite!'s Early American History course and found a statistically significant improvement in achievement.
Salon magazine, on April 12, 2002 reported that Ignite!'s product is not well known in the education industry field, but it does get some respectful reviews. "They're new entrants in the market," says Keith Kruger of the Consortium for School Networking, "but from what I know, it's a serious product based on some good research."
One reported success for the company is Mendez Middle School in Austin, Texas, a predominantly poor and Hispanic school. After three years of using the company's Early American History program, the principal of the school said in 2003 that the percentage who passed the Texas eighth-grade history increased from 50 to 87 percent.
In 2004, an HISD-funded external evaluation of Ignite Learning found that teachers gave an older version of the product generally positive marks. "Teachers also found it to be effective in improving student understanding of history, engaging students in the learning process, and to a lesser degree, helping students pass the (Texas Assessment of Knowledge and Skills)," the study said.
In August 2006, Alamo Junior High Principal Jeff Horner said he first saw COWs at a Texas Association of School Boards convention in Austin. "We're enthused with them so far. It's a very unique way to get curriculum across in an interactive way," Horner said.
Read more about this topic: Ignite!
Famous quotes containing the words effectiveness of, learning and/or programs:
“The effectiveness of our memory banks is determined not by the total number of facts we take in, but the number we wish to reject.”
—Jon Wynne-Tyson (b. 1924)
“Our goal as a parent is to give life to our children’s learning—to instruct, to teach, to help them develop self-discipline—an ordering of the self from the inside, not imposition from the outside. Any technique that does not give life to a child’s learning and leave a child’s dignity intact cannot be called discipline—it is punishment, no matter what language it is clothed in.”
—Barbara Coloroso (20th century)
“Government ... thought [it] could transform the country through massive national programs, but often the programs did not work. Too often they only made things worse. In our rush to accomplish great deeds quickly, we trampled on sound principles of restraint and endangered the rights of individuals.”
—Gerald R. Ford (b. 1913)