AL in Middle and High School

Results of implementing Quantum Learning and Teaching . Research data compiled by Supercamp, Quantum Learning Programs, Success Products, 2002.

The following data was collected from a number of schools that have participated in the Quantum Training program. Data the schools collected showed the following results.

Thornton Township High School District targeted incoming 9 th graders, who were performing below grade level in math and English, had the highest absentees and behavioral problems and had the slowest gains in achievement and most apathy toward learning. These students attended a 22-day Quantam Learning summer school program in 1998. The results of this program showed:

2+ year gain in math (students who did not yet reach grade level)
6+ year gain in math (students who reached grade level)
67% passed Algebra (only 62% of regular students passed)
37% reduction in absenteeism (7.9 ave. periods missed to 5.0)

Grossmont Union High School District trained their teachers during the summer of 1993. The district tracked the GPAs of students who were taught regularly by teachers trained in the Quantum Learning techniques during the following school year. The following results were noted:

4% increase in the number of students with GPAs of 3.0-4.0.
14% increase in the number of students which GPAs of 2.0-2.9
18% of students with C- or lower raised their GPAs to C level or better.

Norwood Middle School found in 1996, after one year of training in Quantum Learning, teachers at their school were able to report the following improvements in their students’ performance after one semester.

21% increase in students earning a 3.0 GPA or higher in Language Arts and Reading
13.8 % increase in Social Study vocabulary scores
11.5% increase in word definition tests
100% increase in the number of students passing first math skills exam
18% increase in the number of student earning better than a C-grade in math, resulting in the lowest number of students below c-grade level ever (was 23%, not only 5% of class)
Best GPA average ever for Learning Disabled 8 th graders: 17 As out of 18 students)

Singer-Nourie, S. (1998). Improving student performance, student engagement and teacher effectiveness with Quantum Learning.Field-based Masters Thesis, Saint Xavier University .

Singer-Nourie conducted a study in the Thornton Township High School District with a 2,047-student population (37% low income, 83% black, 13% white, 4% other) and 452 faculty. For five years the schools in this district had experienced declining assessment scores. A staff development and curriculum plan infused with Quantum Learning, a form of Accelerated Learning, was implemented to address this problem. Post intervention data indicated increased student learning, attendance, and improved attitude toward school as well as improvement in teacher’s effectiveness and satisfaction.

The three high schools, which participated in this study, had high student mobility and a high percentage of low-income students. It is estimated that at one site, 75-80% of the students were in some way associated with a gang culture. In order to document the extent of student apathy and low performance among 9 th grade students as well as teacher approach and satisfaction, teacher and student surveys, interviews and academic records were collected at the onset of the new school year.

The results of this study showed marked improvement in the acceleration of students’ reading and math skills and performance. Students made large Normal Curve Equivalent (NCE) gains—from eight months to eight years’ gain in less than one school year. Both teachers and students reported benefiting from the experience. Teachers reported marked increased in effectiveness, i.e., a better ability to engage, motivate and accelerate students. Students reported consistent improvements in motivation and attitude about learning, teachers and school. For example, students who viewed themselves as great academic performers nearly doubled. The students also revealed that the teacher’s caring for and respecting them, as well as building rapport with them, played a major role in their learning success.