Brooks Educational Services has been effective in not only helping persons meet or exceed the Grade Level Expectations who were clients at BLC, but in working with individual schools to provide professional development for faculty.Â Dr. Brooks was contracted to provide professional development on site for teachers working in private, public and charter schools.Â In one case, a sixth grade teacher had a 6% pass rate of her students on the New York State exam in mathematics.Â Dr. Brooks was contracted to train the teacher and her aide in how to teach math to at-risk students two months prior to the math exam.Â That year, 63% of the teacherâ€™s students passed the state exams.Â Â (See Tables I and II).
Figure 1: 6th Mathematics Results for 2005-06 Academic Year
Figure 2:Â 6th Grade Math Results in 2006-07 Academic Year
in studentsâ€™ performance is reflected on Figure 2 which shows a difference of 20 versus 2 students passing the exam with level 3&4 rating during the previous year.
Prior to 2007, Dr. Brooks was contracted two days prior to the exam to help a teacher whose 8th grade students could not pass the stateâ€™s ELA exam.Â She worked with the students for one class period for two days.Â The following year, Dr. Brooksâ€™ services were used for one entire day a month prior to the state exams in order to teach all of the middle school teachers, including special education teachers, in how to prepare students to succeed in the writing section of the language arts exam.Â Following her visit, the principal used classroom observations and asking weekly for artifacts of studentsâ€™ works to monitor their growth.Â The results are shown below in figure 3.
Figure 3:Â 8th Grade ELA Results from 2002-2004
In March 2002, prior to Dr. Brooksâ€™ visit 11% of the eighth grade students passed Level 3 on the ELA examine.Â After Dr. Brooksâ€™ two session visit in 2003, 22 percent of the eighth graders reached or exceeded the stateâ€™s exam in March.Â As a result of studentsâ€™ success, Dr. Brooks was invited back to the school in October 2003.Â In January, 47% of the students performed at levels 3 or 4.Â This dramatic increase was due to the principalâ€™s determination to hold teachers accountable for implementing the techniques taught by Dr. Brooks into their instructional programs.Â Hence, the goal of Dr. Brooks is to move schools beyond not proficient and safe harbor status to proficiency and exceeding proficiency.
Simultaneously, in Western New York, Dr. Brooks gave numerous parent workshops on how to help their children in reading through the Erie Community College Workforce Development Office.Â In 2006, Dr. Brooks sponsored the Brooks Learning Centerâ€™s Curriculum Improvement for At-risk Students Conference for School Administrators & Specialists.Â Â Â As a result of this conference, Dr. Brooks received a six month contract with an area Charter School.Â Her position was Assistant Principal.Â Her duties were to aid in teacher evaluations and observations, develop and implement disciplinary procedures, work with teachers, especially the Special Education Teacher and the Title I teachers, in order to reach students, who continued to fail, despite the interventions.Â This school purchased BLCâ€™s educational materials which aided in instruction and helped their students overcome learning barriers.Â Dr. Brooks also showed the special education teacher how to develop particular learning aids needed to reach the specific needs of her students.
Documentation shows that BLCâ€™s students grew an average of 2-3 years in reading within three to six months and 1-2 years in mathematics during the same time frame.Â With paired t test, with the critical value at .05, the difference in the pre- and post-test results for both the reading comprehension and math pre- and post-tests were significant.Â The calculated t value for reading comprehension was (t(11)=-8.524, p<.05) and the math was (t(11)= -6.476, p <.05).Â These results show that the null hypothesis was rejected.Â The change in the studentsâ€™ performance was significant and there is a 95% chance that the change was due to the interventions after fourteen weeks of instructionÂ (See Figure 4).
Figure 4:Â BLC Differences in Pre- & Post-Tests
When a longitudinal study was given in which the pre- and post-reading scores were
used of 43 clients of Brooks Learning Center, paired t tests were given.Â The results
were even more significant (t(43)=-11.638, p <.05).Â Â The change in scores from the first test to the second test demonstrates that there was a 95% chance that the changes in students in 14 weeks was due to being instructed with the Brooksâ€™ techniques and the Brooksâ€™ educational materials (See Figure 5).
Figure 5: Paired t Scores of 43 BLC Students
When a regression analysis was run on grade level effectiveness in English, Language Arts, it showed that the change in student performance was consistent across grade levels (See Figure 6).Â Equally compelling were the results from the regression analysis ran on the hours of instruction.Â This summary output suggests that as the hours of instruction in reading comprehension increased by 10, the change in the test scores would go up by (10* 0.12388) or 1.2388.Â Thus for every ten hours of instruction, a student grows 1.2 years in reading (See Figure 7).Â All of the studentsâ€™ pre- and post-tests scores results from 2003-2009 are documented and stored in New York State Education Departmentâ€™s, Title I Office in Albany, New York.