1. THE OPPORTUNITY
THE PCG APPROACH
THE RESULTS
THE PARTNER
THE PROJECT
case study:
Algebra Readiness Program
Educational Partnerships Services
P.O. Box 3074, Staunton, VA 24402 | www.educationalpartnerships.net | 888-826-1250
Virginia Beach City Public Schools
1,000+ Students | 14 Middle and 8 High Schools
Large Urban Setting
Development and implementation of measureable
intervention models to both prepare and improve student
algebra skills.
Virginia Beach City Public Schools have partnered with PCG for
the last seven years to provide tutoring services to students
based on their Algebra Readiness Diagnostic Test deficiencies.
This test was developed for the Commonwealth to provide
diagnostic information that should be used to formulate
intervention activities geared to provide identified students
with sufficient requisite skills to be successful in Algebra I.
Examining early warning indicators allow for targeted
interventions for students at risk of failing or dropping out. By
addressing mathematics and literacy deficiencies, PCG
educators improve the chances of at-risk students remaining in
school, and graduating on time.
PCG delivered an Algebra Readiness Program in twenty-two
schools across the Virginia Beach City Public Schools District.
Each school provided tutoring in a variety of settings and times.
Instructors received directives from classroom teachers for
individualized lesson plans that were reviewed for
complementary curricular instruction in both the classroom and
in remediation/skill building. Lessons and materials provided
We would pull out students out of study block for
four different classes. Algebra II had a 100% pass
rate! Another course went from 91%-99% gain
through the support remediations.
Ms. Phipps
Green Run Middle School
opportunities for students to work in the classroom, in pull-out
sessions, or in small groups. This flexibility allowed teachers to
refer students when a skill became frustrating or overwhelming.
Daily student logs enabled instructors to see trends in skill
mastery allowing them to re-examine delivery methods, model
different appraoches, and discuss challenges.
Participating students were presented Standards of Learning
objectives for their grade level. On average 40-50 objectives
were taught in each school that addressed specific mathematical
concepts. High school participants received over 3,300
instructor sessions and middle school students received over
19,000.
Due to the commitment for student success, synergy developed
between teachers, instructors, and students producing a more
effective program. Teacher, instructor, and student surveys
supplemented the testing and skill achievement data collected.
The long standing partnership with VBCPS has allowed
instructors flexibility to meet student needs immediately
without requiring a wait for a specific session time. This has
enabled teachers and instructors to address deficiencies before
they progress with no restrictions as to classroom or subject
where session can be delivered. School-by-Student Evaluation
Reports reflect student comprehension and mastery of the
objective and strand delivered. Students were not moved on to
the next task until they had mastered their current skill. Student
pre and post test scores and teacher input on student
improvement reveal that the PCG EP/VBCPS partnership
produces stronger math students that are prepared to meet the
rigor of the algebra curriculum within Virginia Beach City Schools
and the demands of end of year testing.